NEW/YD RK  : 
HARPER1^  BROTHERS 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  North  Carolina  at  Chapel  Hil 


http://archive.org/details/firstlessonsinnaOOtwee 


FIRST   LESSONS 


IN 


NATURAL  HISTORY  AND  LANGUAGE 


JA  ( 

v.— - 

1  r 

•Ml 

ENTERTAINING  AND  INSTRUCTIVE 

LESSONS  IN  NATURAL  HISTORY  AND  LANGUAGE 

FOR  PRIMARY  AND  GRAMMAR  SCHOOLS 


BY 

PROF.  B.  F.  TWEED 

LATE  SUPERVISOR  OF  BOSTON  PUBLIC  SCHOOLS 
AND 

L.  W.  ANDERSON 

MASTER  IN   THE   ENGLISH   HIGH   SCHOOL,  BOSTON 


NEW    YORK 
HARPER    &    BROTHERS;    FRANKLIN    SQUARE 

1881 


Entered  according  to  Act  of  Congress,  in  the  year  1880,  by 

HARPER    &    BROTHERS, 

In  the  Office  of  the  Librarian  of  Congress,  at  Washington. 


PREFACE. 


The  subject-matter  of  these  lessons  is  intended  to  furnish 
an  elementary  course  in  natural  history.  Pictures  of  the 
most  common  birds,  quadrupeds,  etc.,  are  given,  and  atten- 
tion called  to  their  characteristic  differences  in  form,  habits, 
and  adaptation  to  certain  modes  of  life. 

In  all  cases  where  it  is  possible,  the  study  of  the  pictures 
should  be  supplemented  by  an  examination  of  the  animal 
or  of  its  characteristic  parts.  Thus  pupils  may  be  required 
to  examine  the  feet  and  teeth  of  the  cat  and  dog ;  and  the 
feet  and  bills  of  ducks,  hens,  geese,  and  turkeys  may  be 
brought  to  the  school-room  for  examination. 

These  lessons,  however,  do  not  profess  to  teach  the  sci- 
ence of  natural  history ;  but  it  is  hoped  that  a  basis  of  facts 
may  be  obtained  which  will  enable  pupils,  at  a  proper  time, 
to  understand  the  classifications  of  science. 

The  exercises  are  so  arranged  that  every  teacher  may 
use  her  discretion  in  determining  how  much  to  require  of 
pupils.  The  aid  given  by  direct  questions  is  intended  to 
guide  the  pupils  in  their  study  of  the  pictures,  by  calling 
attention  to  the  points  of  resemblance  and  difference,  on 
which  all  knowledge  depends. 

These  lessons  are  in  no  sense  connected  with  grammar, 
except  so  far  as  they  increase  the  vocabulary  of  the  pupil, 


IV  PREFACE. 

and  accustom  hini  to  tell  what  he  knows.  It  is  intended 
to  follow  out  the  method  by  which  the  pupil  has  acquired 
his  present  use  of  language,  and  enable  him,  as  soon  as  he 
is  able,  to  express  his  thoughts  in  writing.  This,  of  course, 
will  make  the  exercise  a  lesson  in  spelling,  the  use  of  capi- 
tals, punctuation,  and  the  construction  of  sentences. 

No  rules  are  given — the  object  being  to  train  the  pupil, 
by  abundant  systematic  practice,  to  correct  expression. 

In  the  oral  exercises,  it  is  recommended  that  errors  in 
construction  be  submitted  to  the  class  for  correction,  by 
what  has  been  happily  called  the  "  vernacular  instinct." 

The  intention  is  to  accustom  pupils  to  correct  expression, 
by  placing  before  them  objects  of  interest ;  and  then,  in  a 
series  of  questions,  to  cultivate  habits  of  observation  and 
discrimination.  The  words  used  by  the  pupils  will  thus  be 
the  representatives  of  ideas  already  acquired,  and  the  sen- 
tences will  be  constructed  under  the  guidance,  and  subject 
to  the  friendly  criticism  of  the  teacher. 

The  lessons  in  Part  I.  may  be  oral  or  written,  or  both. 
•In  the  oral  lessons,  let  answers  to  the  questions  be  given 
in  complete  sentences,  and  as  soon  as  pupils  are  able,  they 
should  be  required  to  write  what  they  have  said  in  the  oral 
lesson — attention  being  given  to  legible  writing,  correct 
spelling,  and  use  of  capitals,  and  the  proper  punctuation 
mark  at  the  end  of  the  sentence. 

The  first  steps  in  composition  here  presented  are  essen- 
tial to  a  regular  and  systematic  course ;  requiring,  indeed, 
little  in  the  matter  of  expression,  but  enough  to  give  the 
pupil  facility  in  the  ordinary  forms  of  simple  sentences. 

The  second  step — that  of  combining  the  simple  sentences 
by  the  use  of  proper  connectives,  and  thus  forming  com- 


PEEFACE.  V 

pound  and  complex  sentences- — will  greatly  increase  the 
powers  of  expression,  and  lead,  under  proper  guidance  and 
criticism,  to  more  exact  and  graceful  forms. 

In  Part  II.,  the  writing  out  of  what  has  been  read,  by 
the  aid  of  suggestive  words,  leaves  still  more  freedom  to 
the  pupil  in  the  choice  of  different  forms  of  expression. 

It  will  be  observed  that,  in  all  these  exercises,  the  pupil 
is  furnished  with  the  material  of  thought,  and  guided  in 
the  arrangement.  This,  however,  by  no  means  detracts 
from  the  merits  of  the  performance  as  a  composition.  In- 
deed, what  has  made  the  school  exercise  of  composition  so 
irksome  to  pupils,  and  so  unsatisfactory  to  teachers,  is  that 
there  has  been  no  division  of  the  difficulties — the  pupils 
being  required  to  take  a  subject,  furnish  the  thought,  ar- 
range it,  and  express  it  in  the  same  exercise. 

It  cannot  be  too  deeply  impressed  on  the  mind  of  the 
teacher  that  pupils  should  be  thoroughly  acquainted  with 
a  subject  before  they  are*required  to  write  upon  it.  Any 
lack  of  knowledge  will  be  sure  to  reveal  itself  in  confused 
and  obscure  expression,  defeating  the  very  purpose  for 
which  the  exercise  is  intended.  Pupils  should  not  be  en- 
couraged to  speak  or  write  about  what  they  know  little  or 
nothing.  Talking  and  writing  should  be  to  express  ideas ; 
and  this  can  be  done  clearly  and  systematically  only  when 
the  ideas  of  the  speaker  or  writer  are  clear  and  well-defined. 
Every  exercise  in  writing,  therefore,  should  be  preceded  by 
an  oral  exercise. 

In  accordance  with  the  plan  of  instruction,  the  "  Lessons  " 
are  bound  separately  for  the  use  of  pupils,  and  the  "  Man- 
ual and  Lessons  "  are  bound  together  for  use  by  teachers. 
Teachers  will  thus  have,  in  convenient  form,  all  that  is 


VI  PREFACE. 

given  to  the  pupils,  accompanied  by  a  key,  enabling  them 
to  compare  and  correct  exercises  with  facility. 

The  illustrative  anecdotes  given  in  the  Manual  are  in- 
tended to  show  the  different  degrees  of  intelligence  of  dif- 
ferent animals,  and  their  peculiar  instincts.  It  will  be  ob- 
served that,  though  the  imagination  is  appealed  to  in  these 
anecdotes  and  stories — by  assigning  to  animals  human  mo- 
tives, and  giving  them  the  power  of  speech — they  are  yet 
strictly  what  they  profess  to  be,  illustrative  of  the  instincts 
and  habits  of  the  various  classes  of  animals. 

In  using  the  stories  in  the  Manual  as  material  for  com- 
position, it  is  recommended  that  they  be,  first,  slowly  and 
distinctly  read  by  the  teacher.  Then  it  would  be  well  for 
the  teacher  to  tell  the  story,  varying  the  language,  so  that 
the  pupil's  attention  may  be  directed  rather  to  the  ideas 
than  to  the  expression.  After  this,  let  one  or  two  of  the 
pupils  tell  the  story  in  the  hearing  of  the  class. 

By  this  time,  the  pupils  will- have  become  so  familiar 
with  the  story  which  they  have  heard  read  and  repeated 
several  times,  but  in  different  language,  that  the  writing 
will  become  simply  an  exercise  in  expression. 

It  may  be  well,  when  pupils  have  acquired  some  facility 
in  writing,  occasionally  to  give  the  picture  alone,  and  thus 
cultivate  their  imagination  by  requiring  them  to  write  such 
a  description  as  it  suggests.  This  will  throw  pupils  almost 
wholly  on  their  own  resources,  and  it  will  not  be  surprising 
if  some  of  them  read  the  pictures  with  considerable  skill. 
Their  success  is  not  to  be  judged  by  the  accuracy  with 
which  they  follow  the  stories  in  the  Manual.  Their  con- 
ception of  a  picture  may  differ  entirely  from  that  which  it 
was  made  to  illustrate.    No  two  persons  will  read  the  same 


PREFACE.  Vll 

picture  alike,  and  it  should  be  regarded  as  a  success  when 
the  pupil  expresses  his  idea  of  it  with  clearness. 

The  above  are  some  of  the  methods  in  which  these  sto- 
ries and  pictures  may  be  used.  It  is,  however,  by  no  means 
supposed  that  these  are  the  only  methods ;  and  we  shall  be 
glad  to  learn  that  ingenious  teachers  have  made  use  of  the 
material  we  have  furnished,  so  as  to  obtain  results  beyond 
what  is  contemplated  in  our  suggestions. 


THE   FAIIM-YAED. 


LESSONS 


in 


NATURAL  HISTORY  AND  LANGUAGE. 


PAET   I. 
LESSON  I. 

THE  BIRDS  IN  THE  POULTRY-YARD. 

1.  What  kinds  of  birds  do  you  see  in  the  picture  ? 
2.  What  are  all  birds  covered  with  ?  3.  What  kind  of  an 
animal  is  a  bird?  4.  Is  any  other  animal  except  a  bird 
covered  with  feathers  ?  5.  Of  what  use  are  the  feathers  to 
the  bird  ? 


LESSON  II. 

WHERE  BIRDS  LIVE. 

1.  How  many  wings   has   each   bird   in   the   picture? 

2.  Which  birds  in  the  picture  can  fly  best?     3.  Where  do 

birds  that  can  fly  well  live   a  good  deal  of  the  time? 

4.  Which  birds  in  the  picture  can  swim  best  ?     5.  Where 

do  they  spend  a  good  deal  of  their  time  ?     6.  What  do  the 

hens,  the  turkeys,  and  the  guinea-fowl  hardly  ever  do? 

7.  Then  where  do  these  birds  live  most  of  the  time? 
A  2  i* 


2  STATURAL   HISTOKY  AND   LANGUAGE.  [PART   I. 

LESSON  III. 

THE  VOICES  OF  BIRDS. 

1.  What  does  the  hen  do  after  she  has  laid  an  eggl 
2.  "What  does  the  hen  do  to  call  her  chickens  ?  3.  What 
does  the  rooster  do  very  early  in  the  morning  ?  4.  What 
does  he  do  with  his  wings  when  he  crows  ?  5.  What  does 
the  duck  do  when  he  talks?  6.  What  does  the  turkey  do 
when  he  talks  ?  1.  When  the  goose  is  angry,  what  does  he 
do  ?     8.  What  does  the  dove  do  when  he  calls  his  mate  ? 


LESSON  IV. 

THE  POULTRY-YARD. 

1.  What  do  you  see  on  the  roof  of  the  stable  in  the  pict- 
ure %  %  How  many  doves  are  on  the  ground  ?  3.  What 
do  those  on  the  ground  seem  to  be  doing  ?  4.  What  is 
the  place  called  where  the  doves  sleep  and  have  their 
nests  ?  5.  What  do  you  see  on  the  duck-pond  ?  6.  How 
many  ducks  are  there  on  the  shore  ?  7.  How  many  ducks 
on  the  pond  have  their  heads  under  water  ?  8.  What  do 
you  think  they  are  trying  to  do?  9.  How  many  geese  are 
standing  near  the  shore  ?  10.  What  do  you  think  the  one 
with  his  neck  stretched  out  is  doing?  11.  What  do  you 
think  the  turkey  that  has  his  feathers  puffed  out  is  doing  ? 

12.  How  many  hens  and  chickens  are  there  in  the  yard? 

13.  What  do  you  see  near  one  of  the  hens  ?    14.  What  is 
there  on  the  top  of  one  of  the  hen-coops  ? 


PART   I.]  NATURAL   HISTORY  AND   LANGUAGE. 


LESSOR  Y. 

THE   HEN. 


^:%w^ 


THE  HEN. 


1.  "What  is  this  a  picture  of?  2.  How  do  we  know 
that  the  hen  is  a  bird  ?  3.  What  does  the  hen  do  to  the 
ground  with  her  toes  or  claws,  and  what  does  she  pick  up  ? 

4.  What  does  she  lay5  and  what  does  she  hatch  from  them  ? 

5.  When  the  chickens  are  young,  do  they  keep  close  to  the 
old  hen,  or  go  far  away  from  her?  6.  If  they  wander 
away,  what  does  the  old  hen  do  to  call  them  back  % 
7.  When  the  old  hen  scratches  the  ground,  what  do  the 


4  NATURAL   HISTORY  AND   LANGUAGE.  [PART  I. 

little  chickens  do?  8.  Does  she  take  her  chickens  to  the 
water  ?  9.  Why  not  ?  10.  Are  her  toes  joined  together  so 
that  she  can  swim  well?  11.  When  she  pushes  her  foot 
against  the  water,  why  does  the  water  run  through  between 
her  toes  ?  12.  When  the  old  hen  sits  down,  what  do  the 
little  chickens  do  ?     13.  What  do  they  do  this  for  ? 


LESSON  VI. 

THE   HEN'S   FOOT. 

1.  What  is  this  a  picture  of  ?     2.  How  many  toes  has 

k  the  hen   on  each 

irikt  foot.      3.  Where 

are  three  of  them  ? 
4.  Where  is  the 
fourth  one?  5. 
Which  is  the  high- 
er up  on  the  leg, 
the  hind  toe  or 
the  front  ones  ? 
6.  Which  is  the 
shortest  toe  of  the 
four?  7.  When 
the  hen  walks, 
what  part  of  the 
hind  toe  touches 
the  ground?  8.  When  the  hen  places  her  foot  on  the 
ground,  what  do  the  front  toes  do  ?    fe.  When  she  lifts  her 


yy/ 


HEN  S   FOOT. 


PART  I.]  NATURAL    HISTORY  AND   LANGUAGE.  5 

foot,  what  do  the  toes  do,  and  how  do  they  lie  ?  10.  "What 
is  on  the  bottom  of  her  foot?  11.  What  are  there  also 
on  the  under  side  of  each  toe?  12.  Is  the  skin  on  these 
pads  thin  and  smooth,  or  thick  and  rough  ?  13.  When  the 
hen  roosts  on  the  limb  of  a  tree,  what  do  these  pads  do  ? 
14.  What  do  we  sometimes  call  the  hen's  toes  ?  15.  Which 
one  of  the  front  toes  is  longer  than  any  one  of  the  others  ? 


LESSON  YIL 

THE  STRUCTUEE  AND  USES  OF  THE  HEN'S  TOES. 

l.What  are  there  in  the  hen's  toes  like  our  fingers  and 
toes  ?  2.  We  can  bend  our  fingers  and  toes  at  the  joints. 
What  can  the  hen  do  with  her  toes  ?  3.  What  is  there  at 
the  end  of  each  toe?  4.  Is  the  nail  thickest  in  that  part 
which  is  joined  to  the  toe,  or  near  the  end?  5.  Our  nails 
are  rounded  on  the  upper  side.  How  is  it  with  the  hen's 
nails?  6.  How  does  the  hen's  nail  curve  from  the  thick- 
est part  ?  7.  The  under  side  of  our  nails  is  hollowed  out. 
How  is  it  with  the  hen's  nails  ?  8.  What  does  the  hen 
use  her  nails  for?  9.  Are  the  hen's  nails  as  thick  and  hard 
as  our  nails?  10.  If  they  were  not  thicker  and  harder, 
what  would  happen  ?  11.  Our  nails  grow.  How  is  it 
with  the  hen's  nails?  12.  Our  nails  keep  the  ends  of 
the  fingers  from  getting  bruised.  How  is  it  with  the 
hen's  nails  ?  13.  When  the  hen  goes  to  roost  on  the  limb 
of  a  tree,  or  on  a  small  pole,  what  does  she  do  with  her 
toes? 


NATURAL   HISTORY  AND   LANGUAGE.  [PART  I. 


LESSON  VIII. 


THE   DUCK. 


THE   DUCE. 


1.  What  have  we  here  ?     2.  How  do  we  know  that  the 

duck,  the  goose,  and  the 
hen  are  birds  ?  3.  Where 
was  the  hen  made  to  live, 
on  the  water  or  on  the 
land?  4.  How  do  we 
know  this  ?  5.  What  kind 
of  feet  do  birds  have 
that  live  on  the  water? 
6.  What  are  such  feet 
called  ?  Y.  What  is  the 
only  bird  in  the  poul- 
try-yard that  has  feet  like  the  duck's  feet?  8.  How  are 
the  front  toes  of  both  these  birds  joined  together,  and  what 
does  this  show  they  were  made  to  do  ?  9.  What  does 
the  hen  do  with  her  feet  to  find  worms?  10.  Then  what 
can  we  call  hens?  11.  Can  the  duck  and  th^  goose  scratch 
the  ground  well,  and,  if  not,  what  can  they  do  well? 
12.  Then  what  can  we  call  them?  13.  Are  the  duck's 
feathers  thicker  or  thinner  than  the  hen's?  14.  Why 
should  the   duck's  feathers    be   thicker  than   the   hen's? 

15.  Why  does   not  the  water  wet   the    duck's   feathers? 

16.  If  we  take  a  young  duck  near  the  water,  what  will 
he  do  ?  1Y.  What  does  that  show  he  was  made  to  do  ? 
18.  What  are  very  young  ducks  covered  with?  19.  What 
does  the  down  do  for  the  young  duck  ? 


PART   I.]  NATURAL   HISTORY   AND   LANGUAGE. 


duck's  bill. 


LESSON  IX. 

THE  DUCK'S  BILL,  THE  HEN'S  BILL,  AND  THE  GOOSE'S  BILL. 

1.  What  pictures  have  we  here  ?     2.  Which  is  the  longer, 

wider,  and  natter,  the 

duck's  bill  or  the  hen's 

bill  ?     3.  Where  does 

the  hen  find  worms 

and  insects?  4.  Where 

does   the    duck    find 

them?      5.  Are    the 

edges    of    the    hen's 

bill  smooth  or  rough  ? 

6.  How  is  it  with  the 

edges   of  the   duck's 

bill?     7.  What  do  the  small,  pointed  knobs  on  the  duck's 

bill  look  like  ?     8.  Which  is  the  wider,  the  goose's  bill,  the 

hen's  bill,  or  the  duck's  bill?  9.  Is 
the  tongue  of  the  duck  thick  or  thin  ? 

10.  When  the  duck's  bill  gets  hold  of 
a  worm,  what  does  the   tongue   do? 

11.  Then  what  runs  off,  and  what 
does  the  duck  do  to  the  worm  ?  12. 
Where  does  the  duck  very  often  push 
his  bill  ?  13.  What  would  happen  if 
there  was  not  something  hard  and 
horny  at  the  end  ?  14.  What  does  the 
end  of  the  upper  part  of  the  duck's 
bill  do  to  the  lower?     15.  Is  the  end 


HEN'S   BILL. 


8 


NATURAL    HISTORY   AND   LANGUAGE.  [PART   I. 


of  the  duck's  bill  sharp  and  pointed,  or  blunt?  16.  How 
is  it  with  the  end  of  the  hen's  bill  ?  17.  "What  does  the 
duck's  bill  look  like? 
18.  Are  the  knobs  on  the 
goose's  bill  larger  or  small- 
er than  those  on  the  duck's 
bill  ?  19.  What  does  the 
goose  eat  a  good  deal  of? 
20.  Then  of  what  use  may 
these  knobs  be  to  the 
goose  ? 


goose's  bill. 


LESSON  X. 

THE  DUCK'S  FOOT. 

1.  What  is  this  a  picture  of  ?     2.  Has  the  duck  the  same 

number  of  toes 
that  the  hen  has? 
3.  How  are  the 
front  toes  of  the 
duck  joined  ?  4. 
What  does  the 
web  -  foot  show  ? 
5.  When  the  duck 
wishes  to  swim  on 
the  water,  what 
does  he  do  with 
his  toes  and  feet? 


wV 


PART  I.]  NATURAL   HISTORY  AND   LANGUAGE.  9 

6.  When  the  duck  walks  on  the  ground,  how  are  his  toes 
placed?  7.  What  does  the  foot  of  the  duck  act  like  in 
swimming?  8.  When  the  duck  lifts  his  foot  in  walk- 
ing, how  are  his  toes  placed  ?  9.  How  are  they  placed 
when  he  brings  them  forward  in  swimming?  10.  Which 
can  walk  better,  the  hen  or  the  duck  ?  11.  What  can  the 
duck  do  better  than  the  hen  ? 


LESSON  XI. 


THE  GOOSE. 


1.  What  have  we  a  picture  of  here?  2.  Which  is  the 
larger  bird,  the  goose 
or  the  duck?  3.  What 
kind  of  bodies,  and 
what  kind  of  feet, 
have  both  these  birds  ? 
4.  What  kind  of  birds 
do  we  know  the  duck 
and  the  goose  to  be 
by  the  shape  of  their 
bodies  and  the  form 
of  their  feet?  5.  Tell 
which  walks  better, 
the  hen  or  the  goose. 
6.  Tell  which  walks 
better,  the  goose  or 
the  duck.     7.  How  does  the  duck  walk  ?     8.  How  do  we 


GOOSE. 


10 


NATURAL   HISTORY  AND  LANGUAGE.  [PART   I. 


know  which  of  these  birds  spends  most  of  the  time  on  the 
water,  and  which  on  the  land  %  9.  Tell  how  the  hen  walks, 
and  where  she  spends  most  of  her  time.  10.  Tell  how  the 
goose  walks,  and  what  that  shows.  11.  Tell  how  the  duck 
walks,  and  what  that  shows.  12.  Tell  how  and  where  the 
hen  gets  a  part  of  her  food.  13.  Tell  how  and  where  the 
goose  gets  a  part  of  his  food.  14.  Tell  how  and  where  the 
duck  gets  a  part  of  his  food. 


LESSON  XII. 

THE  TURKEY. 


TURKEY. 


1.  What  is  this  a  picture  of  ?     2.  By  what  other  name  is 
he  called  %    3.  How  large  is  the  turkey  compared  with  the 


PART  I.]         natttkal  history  and  language. 


11 


other  birds  in  the  poultr y-yard  ?  4.  Are  there  any  feathers 
on  his  head  and  on  the  upper  part  of  his  neck  ?  5.  What 
is  the  head  and  the  upper  part  of  his  neck  covered  with, 
and  what  is  on  it  ?  6.  Where  is  the  longest  wattle  ?  7.  Is 
it  longer  or  shorter  than  the  bill  ?  8.  When  the  turkey  is 
angry,  what  happens  to  this  wattle  ?  9.  What  is  there  on 
the  breast  of  the  turkey?  10.  What  do  they  look  like? 
11.  What  does  the  turkey's  tail  look  like  when  it  is  spread 
out  ?  12.  How  many  toes  has  the  turkey  ?  13.  What  kind 
of  nails  has  the  turkey?  14.  How  does  the  turkey  look 
sometimes  ?  15.  When  the  turkey  feels  proud  what  does 
he  do,  and  how  do  his  wattles  look  ?  16.  What  else  does 
he  do  ?     17,  Then  what  more  does  he  do  ? 


LESSON"  XIII. 

THE   OWL. 

1.  What  kind  of  a  bird  is  this 
a  picture  of?  2.  Does  he  look 
like  other  birds  that  you  have 
seen,  or  is  he  a  very  odd-looking 
bird  ?  3.  How  do  his  eyes  look  ? 
4.  Where  are  they  placed  ?  5. 
What  animal's  eyes  do  they 
look  like?  6.  Are  the  owl's 
eyes  made  to  see  best  in  the 
daytime  or  in  the  night?  7. 
What  has  the  owl  in  the  pict- 
ure on  the   top   of  his  head? 


HORNED-OWL. 


12 


NATURAL   HISTORY   AND   LANGUAGE.  [PART   I. 


8.  "What  part  of  an  ox  do  they  look  like  ?  9.  Then  what 
may  the  owl  in  the  picture  be  called  ?  10.  What  are  there 
on  the  cat's  head  that  look  like  these  tufts  of  feathers  on 
the  owl's  head?  11.  Can  the  owl  move  these  feathers  back 
and  forth  as  the  cat  moves  her  ears?  12.  What  noise  does 
the  horned-owl  make  in  the  woods  at  night  ?  13.  Are  the 
wings  of  the  horned- owl  in  the  picture  large  or  small? 
14.  The  owl's  feathers  are  soft  and  downy.  Does  he  make 
much  noise  in  flying  ? 


LESSON  XIY. 


WHAT  A  BIRD  HAS. 


1.  What  is  this  a  picture  of  ?     2.  What  are  the  different 

parts  of  a  bird?  3.  On  what 
part  of  the  head  do  most 
birds  have  their  eyes?  4. 
Near  what  part  of  the  sides 
of  the  head  are  they  placed? 
5.  What  then  can  a  bird  do 
that  we  cannot  do?  6.  Tell 
where  the  ears  of  most  birds 
are.  7.  What  are  the  open- 
ings of  the  ears  almost  always  covered  with?  8.  Our 
nostrils  are  the  holes  in  the  nose.  Tell  where  the  bird's 
nostrils  are.  9.  What  are  the  upper  and  lower  parts  of 
the  bill  of  the  bird  ?  10.  Which  of  our  jaws  can  we  move 
up  and  down  ?  11.  Which  jaw  can  the  bird  move  up  and 
down? 


HEAD    OF   A   BIRD. 


PART   I.]  NATURAL   HISTORY   AND   LANGUAGE. 


13 


LESSOISF  XV. 


HEN-HAWK. 


2.  What  is  the  hawk's  bill 


1.  What  is  this  a  picture  of  ? 
sometimes  called?  3. 
What  are  the  hawk's 
beak  and  claws  shaped 
like  \  4.  Where  are  the 
hawk's  eyes  placed  ? 
5.  How  does  the  hawk 
catch  his  prey  ?  6.  Are 
the  hawk's  eyes  staring, 
like  the  owl's  eyes  ?  7. 
Does  the  owl  fly  high 
up  in  the  air,  or  near 
the  ground  ?  8.  How 
does  the  hawk  almost 
always  fly  when  he  is 
not  pursuing  his  game?  9.  When  does  the  owl  catch 
his  game  ?      10.  When   does  the  hawk   catch  his  game  ? 

11.  What  do  the  hen-hawk  and  the  owl  steal  from  farmers? 

12.  When  the  hen-hawk  is  flying  high  up  in  the  air,  what 
noise  does  he  make  ?  13.  When  this  noise  is  heard,  what 
do  the  guinea-fowl  do  ?  14.  What  do  the  hens  do  to  their 
chickens,  and  what  do  the  chickens  do  ?  15.  What  does 
the  hen-hawk  do  to  the  poultry-yard  by  day?  16.  What 
does  the  owl  do  at  night  ?  IT.  What  kind  of  birds  are  the 
owl  and  the  hawk  ?  18.  How  do  we  know  that  the  owl  and 
the  hawk  are  birds  of  prey  ? 


HEN-HAWK. 


14 


NATURAL   HISTORY   AND  LANGUAGE.  [PART  I. 


LESSON  XYI. 

THE  HAWK'S  BILL  AND  THE  OWL'S  BILL. 


mm 


hawe's  bill. 


OWL'S  BILL. 


1.  How  do  we  pick  up  things  ?     2.  How  does  the  bird 
pick  them  up?      3.  Does  the  bird  have  lips  and  teeth? 

4.  Then  for  what  three  things  does  the  bird  use  its  bill? 

5.  Are  the  hen's  bill  and  the  duck's  bill  almost  straight,  or 
curved  ?  6.  Where  are  the  hawk's  bill  and  the  owl's  bill 
curved  and  hooked  ?  7.  How  does  the  cat  catch  birds  and 
small  animals?  8.  What  do  we  sometimes  call  these  claws? 
9.  How  does  the  cat  hold  its  game  when  caught,  and  how 
does  it  tear  the  flesh  ?  10.  How  do  the  owl  and  the  hawk 
catch  their  game  ?  11.  When  caught,  how  do  they  hold  it, 
and  what  do  they  do  with  their  beaks  ?  12.  If  I  look  on 
one  side  of  an  American  silver  half-dollar,  of  what  bird  do 
I  see  a  picture?  13.  Where  is  the  eagle's  bill  curved  and 
hooked  ?  14.  What  kind  of  bills  do  hawks,  owls,  eagles, 
and  other  birds  of  prey  have  ? 


PART   I.]  NATURAL   HISTORY   AND   LANGUAGE. 


15 


LESSON  XVII. 

THE  HAWK'S  FOOT  AND  THE  OWL'S  FOOT. 

1.  "What  are  these  pictures  of  \    2.  Are  the  nails  at  the 


hawk's  foot. 


owl's  foot. 


ends  of  the  toes  shaped  like  the  hen's  nails  ?  3.  Are  the 
hawk's  nails  and  the  owl's  nails  much  curved,  and  are  they 
sharp  at  the  ends?  4.  How  sharp  are  these  claws?  5.  What 
are  the  hawk's  claws  and  the  owl's  claws  shaped  like? 
6.  Are  the  hawk's  claws  and  the  owl's  claws  larger  and 
longer  than  the  cat's  claws,  or  smaller  and  shorter  ?  7.  What 
do  the  hawk,  the  cat,  and  some  kinds  of  owls  catch  with 
their  claws  ?  8.  On  what  does  a  hawk  sit  a  good  deal  of 
the  time?     9.' Why  does  he  choose  a  dead  tree  to  perch  on? 

10.  When  sitting  in  this  way,  what  is  he  watching  for? 

11.  What  are  there  under  the  hawk's  toes?  12.  Are  they 
rough  or  smooth  ?     13.  What  are  these  rough  pads  for  ? 


16 


NATURAL   HISTORY   AND   LANGUAGE.  [PART  I. 


LESSON  XVIII. 


A  MAN'S  EYE. 


1.  "What  is  this  a  picture  of  ?     2.  What  kind  of  a  spot  is 

in  the  centre  of  the  eye?  3. 
What  is  it  called  %  4.  What  does 
it  seem  to  be  ?  5.  When  we  go 
out  into  the  sunlight,  what  hap- 
pens to  this  black  spot  %  6.  How 
large  is  it  then,  compared  with 
the  head  of  a  pin  ?  7.  When  we 
go  into  a  dark  room,  what  happens  to  this  black  spot,  or 
pupil  ?  8.  What  is  the  shape  of  it  all  the  time  ?  9.  What 
does  a  good  deal  of  light  do  to  the  pupil  ?  10.  What  does 
a  very  little  light  do  ?  11.  In  a  dark  day,  is  the  pupil  larger 
or  smaller  than  on  a  bright  day  ? 


MAN'S    EYE. 


LESSOJST  XIX. 

THE    CAT'S    EYES. 

1.  What  have  we  here  ?  2.  Is  the  pupil,  or  black  part  of 
these  eyes,  shaped  as  it  is  in  our  eyes  ?  3.  What  is  the 
shape  of  the  pupil  in  our  eyes?  4.  In  the  first  of  these 
pictures,  how  large  is  the  pupil,  and  what  does  it  cover? 
5.  What  is  its  shape?  6.  When  do  the  pupils  of  a  cat's 
eyes  look  like  this?  7.  Why  can  the  cat  see  better  than 
we  can  in  the  dark  ?  8.  In  the  second  picture,  what  does 
the  pupil  look  like  ?     9.  Where  is  it  widest,  and  how  does 


PART   I.]  NATURAL    HISTORY   AND   LANGUAGE. 


17 


it  taper?      10.  "When   do   the    cat's   eyes   look  like  this? 
11.  When  the  cat's  pupils  are   of  this  shape,  how  much 


EYE    OF   CAT. 


EYE    OP   CAT. 


light  comes  into  her  eyes?  12.  Does  the  bright  sunshine 
seem  to  trouble  the  cat  much?  13.  What  does  a  good 
deal  of  light  do  to  our  pupils  and  to  the  cat's  pupils? 
14.  What  does  a  very  little  light  do  ?  15.  If  you  go  into  a 
dark  room  where  there  is  a  cat,  how  will  her  eyes  look  ? 
16.  How  do  an  owl's  eyes  look  in  a  dark  night  ? 


LESSON  XX. 

OUR  EYES,  THE  CAT'S  EYES,  AND  THE  OWL'S  EYES. 

1.  Can  we  see  well  in  the  night  ?     2.  Why  can  we  not 

see  well  1     3.  When  does  the  cat  catch  most  of  her  prey  ? 

4.  Then  what  kind  of  eyes  does  she  need  ?     5.  Why  can  the 

cat  see  better  in  the  night  than  we  can  ?     6.  How  are  the 

pupils  of  the  owl's  eyes  like  our  pupils,  and  what  is  their 

size  ?     7.  When  does  the  owl  catch  his  prey,  and  what  kind 
B 


18 


NATURAL   HISTORY   AND   LANGUAGE.  [PART  I. 


of  pupils  does  lie  need?  8.  How  do  our  pupils  and  the 
cat's  pupils  appear  in  the  daytime?  9.  In  most  kinds  of 
owls  what  happens  to  the  pupil  in  the  sunshine  ?  10.  When 
much  light  goes  into  the  owl's  eyes  in  the  daytime,  what 
does  it  do  to  him  ?  11.  Because  of  this,  where  does  the  owl 
spend  most  of  his  time  in  the  daylight  ?  12.  What  does  too 
much  light  seem  to  do  to  him  ? 


LESSON  XXI. 

THE  CAT'S  CLAWS. 

1.  What  is  there  at  the  end  of  each  toe  in  a  cat's  foot  ? 

2.  What  part  of  the  claws 
can    generally  be    seen? 

3.  Where  is  most  of  the 
claw  when  the  cat  is  at 
rest,  and  when  she  is 
walking?  4.  When  the 
cat  wishes  to  scratch,  or 
to  seize  her  prey,  what 
can  she  do  with  her 
claws  ?     5.  How  do  they 

look  then  ?  6.  How  strong,  how  much  curved,  and  how 
sharp  are  the  cat's  claws  ?  7.  What  birds  have  claws  that 
look  like  the  cat's  claws  ?  8.  What  can  the  cat  catch  with 
her  claws?  9.  What  can  some  kinds  of  owls  catch ?  10.  In 
what  way  can  the  owls  use  their  sharp  talons  ?  11.  Can  the 
cat  climb  a  tree  ?     12.  How  does  she  climb  a  tree  ? 


CAT'S   FOOT CLAWS   OUT. 


PART  I.]  NATURAL   HISTORY   AND   LANGUAGE. 


19 


LESSON  XXII. 

THE  CAT'S  FEET. 

1.  How  many  feet  has  the  cat  ?     2.  How  many  toes  are 


CAT  S  FOKE  FOOT. 


cat's  HIND  FOOT. 


there  on  each  of  the  hind  feet  ?  8.  How  many  toes  are 
there  on  each  of  the  fore  feet  ?  4.  Do  all  the  toes  on  each 
of  the  fore  feet  touch  the  ground  when  the  cat  walks? 
5.  On  what  part  of  the  leg  is  this  toe  placed  ?  6.  What  is 
this  toe  like  ?  7.  What  is  there  on  the  underside  of  each 
of  the  cat's  toes,  and  on  the  bottom  of  her  foot  ?  8.  When 
the  cat  walks,  why.  does  she  make  very  little  noise  ?  9.  When 
she  goes  toward  her  prey,  how  does  she  put  her  cushioned 
feet  upon  the  ground  ?  10.  Why  does  the  cat  walk  slowly 
and  carefully  when  she  is  after  her  prey?  11. What  does 
the  owl  catch?  12.  Are  the  owl's  feathers  rough  and  coarse, 
or  soft  and  downy?  13.  Does  the  owl  make  more  noise 
in  flying  than  the  cat  makes  in  walking  ?  14.  What  has  the 
owl  to  help  him  move  silently  upon  his  prey  ?  15.  Why 
can  the  cat  move  so  silently  upon  her  prey  ? 


20 


NATURAL   HISTORY   AND   LANGUAGE.  [PABT  I. 


LESSON  XXIII. 

THE  CAT'S  VOICE. 

1.  What  sounds  can  a  cat  make  with  her  voice  ?  2.  "When 
a  cat  wants  you  to  open  the  door,  what  does  she  do? 
3.  What  does  she  seem  to  say  ?  4.  When  she  feels  pleased, 
what  does  she  do  ?  5.  What  does  she  seem  to  say  then  ? 
6.  When  she  calls  her  kittens,  what  sort  of  a  noise  does  she 
make,  and  what  does  it  sound  like  ?  7.  If  they  do  not  come, 
what  will  she  do  to  them  ?  8.  If  any  one  treads  on  a  cat's 
tail,  or  on  her  toes,  what  does  she  do  ? 


LESSON  XXIY. 

THE  TEETH  AND  THE  TONGUE  OF  A  CAT. 

1.  When  a  bird  has  a  sharp  beak,  very  much   curved, 

what  do  we  feel 
pretty  sure  of  ? 
2.  Is  it  a  sure 
sign?  3.  What 
sort  of  a  beak  has 
the  parrot  ?  4. 
Does  the  parrot 
eat  the  flesh  of 
birds  and  other 
animals?  5. What 
does  the  parrot  use  his  curved  beak  for?  6.  If  we  see  an 
animal  with  sharp  teeth,  like  the  cat's,  what  do  we  feel 


JAWS   AND   TONGUE    OF   CAT. 


PART   I.]  NATURAL    HISTORY   AND   LANGUAGE.  21 

pretty  sure  of?  7.  How  many  teeth  of  the  cat  are  longer 
and  sharper  than  the  others?  8.  Where  are  they  placed? 
9.  When  a  cat  licks  your  hand  with  her  tongue,  how  does 
it  feel?  10.  Tell  what  is  on  the  tongue  that  pricks  and 
hurts  a  little.  11.  Tell  about  the  small  horny  claws,  or 
teeth,  that  cover  the  upper  side  of  the  tongue.  12.  What 
kind  of  animals  are  the  lion  and  the  tiger  ?  13.  Would  it 
be  dangerous  to  have  your  hand  licked  by  them  ?  14.  What 
would  their  tongues  do  to  the  flesh?  15.  What  are  the 
sharp  curved  beaks  of  the  owl  and  the  hawk  used  for? 
16.  Instead  of  a  sharp  curved  beak,  what  has  the  cat  to  tear 
the  flesh  of  her  prey  ?  17.  What  does  the  cat  use  her  horny 
tongue  for?  18.  How  can  we  tell  that  an  animal  is  made 
to  prey  on  other  animals  ?  19.  How  can  we  tell  that  a  bird 
is  made  to  prey  on  other  birds  ? 


PAET    II. 


LESSON  I. 

THE  LITTLE  DUCKS  AND  THE  WORM. 


?  $» 


LITTLE   DUCKS   AND  WORM. 


1.  One  day — duck — worm — running  off — fast.  2.  The 
worm — large — fat.  3.  Another  duck — this — running — 
worm — mouth.  4.  The  second — wanted — piece — worm — 
ran — first  duck.  5.  Long  chase — second — came — first  duck 
— caught  hold — end — worm.  6.  Picture,  both--pulling — 
tugging  —  worm.  7.  "Let  —  my  half,"  said  —  second — . 
8.  This — duck — lazy  fellow — not  like — find  worms — him- 
self. 9.  "I  found — worm — mine,"  said — first — .  10.  Just 
then — worm  broke — both — little  —  tumbled — backward. 
11.  Second — cried  as — gobbled — piece — worm,  because — not 
get — half. 


PAKT  II.]  NATURAL   HISTORY   AND   LANGUAGE. 


23 


LESSON  II. 

THE  FAMILY  HOMESTEAD. 


THE   HOMESTEAD 


1.  Picture — barrel — turned — side.  2.  Head — taken  out 
— slats — nailed — opening.  3.  Wood — sides — keep  it — roll- 
ing— under — end — tipping.  4.  Stands  firm — good — coop. 
5.  Good  home  —  hen  —  ten  children.  6.  Hen  —  outside  — 
coop.  7.  Chickens  —  small  —  between  —  slats  —  hen  —  not. 
8.  Middle  slat  —  not  nailed  —  barrel  —  sharpened  —  pushed 
—  ground.  9.  Upper  end  —  above  —  barrel — whittled  — 
handle.      10.   Little    girl  —  Margaret  —  chickens  —  arms. 


24 


NATURAL    HISTOEY   AND   LANGUAGE.  PART  II.] 


11.  Daughter — owner — poultry-yard.  12.  Old  hen — Hen- 
Pen — chicken — arms — Chicken-Little.  13.  Other — Biddy. 
14.  Hen — ruffled — feathers — walking — coop.  15.  Afraid 
— girl — hurt — chickens.  16.  Girl — shut  up — hen — chickens 
— coop. 


LESSON"  III. 

THE   LITTLE  BOY  AND   THE  ANGRY  GEESE. 


LITTLE    BOY   AND   ANGRY   GEESE. 


1.  Boy — running — because — frightened.  2.  Birds — run- 
ning after — geese.  3.  Not  ducks — larger — longer  necks. 
4.  Geese — come  up — him — not  hurt.  5.  Teeth.  6.  Have 
nails — toes — no  claws — cat's.  7.  Geese — strike — pretty — 
blows — wings,  but — timid  birds.  8.  Geese — hissing — little 
boy.     9.  Hat — off — running — so  fast.      10.  If  he — turn — 


PART  II.]  NATURAL    HISTORY   AND   LANGUAGE. 


25 


run  after — geese — run  away.     11.  Afraid — geese — not  dare 
— run  after.     12.  They — after  him — as  long — think — afraid. 


LESSON  IV. 

THE  MOTHER  AND  HER  CHILDREN. 


MOTHER   AND    CHILDREN. 


1.  Old  Mother  Hen-Pen — scratcher — takes — care — chil- 
dren. 2.  Of  course  —  hard.  3.  Mother  —  work  —  feed  — 
bring    up    ten.      4.  Every  —  chickens  —  appetite  —  but — 

seems — know — where — find — worms.     5.  Not  scratch — dry 
B2 


26 


NATUKAL  HISTORY  AND   LANGUAGE.  [PART  II. 


dirt.  6.  Knows  better  —  that.  7.  Always  —  damp  ground. 
8.  Knows — worms — large — lively.  9.  Picture — giving — 
chickens — lesson — dirt-scratching — worm-digging.  10.  Old 
hen — knows — by-and-by — children — scratch — themselves. 

11.  Two  —  chickens — pulled  out — ground — long — fat — . 

12.  Old  hen — hold — end — worm.  13.  Telling — I  suppose, 
not — jerk — but — pull  steadily.  14.  Old  hen — well  that — 
long  pull — steady — that  gets — worms — world. 


LESSON  V. 


THE  GRASSHOPPER. 


1.  While  —  Mother    Hen  -  Pen 


CHICKEN-LITTLE   AND   GRASSHOPPER. 


busy  —  angle  -  worms, 
Chicken  -Little  — 
grasshopper  — 
started  —  run  af- 
ter— .  2.  When 
— grasshopper — 
Chicken-Little 
—  flew — air.  3. 
Chicken  -  Little  — 
often  seen — moth- 
er catch — felt — 
that  —  catch  this 
one  without  — 
help.  4.  Becoming 
— proud — see.  5. 
Thought — nice — 


PART  II.]  NATURAL    HISTORY   AND   LANGUAGE. 


27 


catch — large  grasshopper  and — home — show — poultry-yard. 

6.  So  —  little   feet  fly  —  trying  —  keep    up  —  grasshopper. 

7.  End — was  that  —  flew — currant -bush — hid.  8.  Noise 
that  sounded — "  Ckicker-ee-ee-ee."  9.  Thought — grasshop- 
per— "  Chicken."  10.  Made — very  angry,  because — felt — • 
longer — chicken.  1L  Begun — part — feathers — top — head 
—  middle.  12.  Made  up  —  mind — punish — grasshopper. 
13.  While — about — find  him — feet — at  once  pulled — un- 
der— . 


LESSON  VI. 

CHICKEN-LITTLE'S  MISHAP. 


chicken-little's  mishap. 


1.   Picture     shows 


Chicken  -  Little  —  trouble  —  great. 


28  NATURAL   HISTORY   AND   LANGUAGE.  [PART   II. 

2.  Leg  —  caught  —  thread.  3.  Mouth  —  open — peeping. 
4.  Pulling — hard — trying — break — string.      5.  Two — three 

—  standing  by — and  —  mouths  —  wide — .  6.  Cackling  — 
might,  but  who — knew — string — broken — cackling?  7.  Oth- 
er— running  this — that — everything — right  thing.  8.  Old 
rooster — hen-coop — not — all  excited.  9.  Hen  went  up — 
asked — not  help — .  10.  Said — might  all — hold — chicken — 
pull — something — give  way.  11.  Shows — old  hen — along 
— outspread — nine  chickens  running — fast — can.      12.  Old 

—  Mother  Hen -Pen  —  take  care  —  child.  13.  Not  stop  — 
cackle,  but  —  big  foot  —  thread  —  broke  —  sensible  hen. 
14.  Old — clucked  sharply — .  15.  Limped — close — mother 
— walked  away — fast — something — happen  by-and-by. 


LESSON  VII. 

FAMILY    TROUBLES. 
BILL  TEST. 

1.  Owner  —  poultry-yard  —  wanted  —  ducks,  so  —  duck's 
eggs — old  hen — hatch.  2.  Days  after — hatched — began — 
feel — something  wrong — chickens.  3.  Found — went  by — 
puddle  —  water — chickens — jump  —  seem — much  pleased. 
4.  Brought — ten — rooster — asked — see — tell — ducks — chick- 
ens. 5.  Told — rooster — not  going — worry — cluck — hoarse 
■ — other  folks'  children,  not — know — thought — did.  6.  Only 
— other  day — eating — polliwigs — mud-puddle !  7.  Booster 
—  told  —  best  —  calm.  8.  "  Excited,"  he  said,  "  —  meant — ■ 
tadpoles— polliwigs."     9.  Called — little  fellows — told — open 


PART  II.]  NATURAL   HISTOET   AND   LANGUAGE. 


29 


BILL    TEST. 


Mm/ % 


— month.  10.  Picture — little  duck — mouth  open — rooster 
— looking — carefully — bill.  11.  Number — hens — standing 
—  near  —  rooster  —  say.  12.  Much  puzzled  —  not  sure. 
13. "  Bills  look — think — like — clam-shells — very  small — sea- 
shore. 14:.  If — new  kind — chickens, 
Bills." 


-ought — called  Clam- 


LESSON  VIII. 

THE  WATER   TEST. 

1.  Hens — not  satisfied;  — felt  sure  —  some  way — telling 

whether — ducks — chickens.     2.  Told — rooster — mother — ■ 

very  bad  —  something  —  done.     3.  Do  all  —  could,  but — - 

1* 


30 


NATUKAL   HISTORY   AND   LANGUAGE*  [PART   II. 


WATER   TEST. 

thought — best  way — kill — whole  lot — begin  again.  4.  Hen 
— tossed — another  hen — "just  like — rooster?  5.  Suppose 
— things — turn  out — chickens — how — mother  feel — dead?" 
6.  Sighed — looked — rooster — each  other.  7.  "  Heigh-ho ! — 
rooster — things — not — used — be — when— ^young.  8.  Then 
— rooster — hen — chickens — not — have — shovel !  9.  Rooster 
— tail" — looked  behind — long  feathers — own  tail.  10.  Hen 
— good  plan — little  fellows — water-pan — yard.  11.  "  True," 
said — ,  "look — feet,  and  if — toes  joined — young  things 
want — water,  that — settle — ."  12.  Picture— whole  company 
— pan — water.  13.  On  being  told — good-natured — fellows 
turned  over — back — up — feet; — webbed.  14.  Others — wa- 
ter.    15.  "  Told — so,"  said  the  hen,  "  — proves ; — ducks." 


PART  II.]  NATURAL    HISTORY    AND   LANGUAGE. 


31 


LESSON  IX. 

THE  WADDLE   TEST. 

1.  Most — hens — thought — proved  - 
fellows— ducks.    2.  Old  Mother  Ke- 

darcut  said — knew — great  deal  — 

i 

none  —  own  —  spe 
—  time  —  tell- 
ing mothers 


little 


w-^-  walked. 


-5  manage — chick- 
3.  True 


ens. 

way — tell —  duck 
-chicken — if — waddled — 
4.  None — hens — 
^t^v  thought  —  knew  much  — 
illing — please.  5.  Long,  straight 
ine — poultry-yard — middle  claw. 
6.  Mother  Feather-Top — one  end 
—  another  hen  —  middle  —  own 
place — other  end.  7.  Mother  Kedarcut — ten  little  ducks — 
ten  chickens — same  age — bunch  near — Mother  Feather- 
Top.  8.  Mother  Feather-Top — pass  along — one  by  one, — 
middle  toe — line — came — middle  hen — "Which!"  9.  Moth- 
er Kedarcut — answer — duck — chicken — thought — waddle. 
10.  Old  hen — one  end — everything — ready.  11.  Called — 
Feather-Top, — "say  chicken — every  one — try — put — out — 
can;  —  sure  —  right  —  time."     12.  End — duck  nineteen  — 


WADDLE    TEST. 


chicken — ended- 


-saying- 


"  so ; — all  chickens." 


32 


NATURAL   HISTORY   AND   LANGUAGE.  [pAET  II. 


LESSON  X. 

CHICKEN-LITTLE  PUTS  IN  AN  APPEARANCE. 

1.  Felt — great  discovery.     2.  Then — began — flap — acted 

— though  —  going 
— crow.  3.  One — 
young  roosters — >- 
out,  "Hear!"  4. 
Time  —  head  — - 
much  muddled.  5. 
Began — up — down 
—  line,  calling  — 
which,  duck,  chick- 
en,— happened — no 
matter — end — mid- 
dle. 6.  While  — 
squatted  down  — 
middle — began — say — which,  which,  which — could.  7. When 
written— words— this— WHICH,  WHICH,  WHICH,  WHICH, 
WHICH,  which,  which — end — whisper.  8.  Poor  —  crazy — 
through.  9.  Turned — side,  stretched — drew — legs — dou- 
bled— toes — gone!  10.  Plan — telling  ducks- — chickens — 
waddling — walked — too  much.  11.  Hens — long  ago — left 
—  gone — work.  12.  Scattered  here — there — very  busy. 
13.  Chicken-Little  —  top — hen-coop.  14.  Older — larger — 
leg  entangled — not  think — wiser.  15.  Grows  large — proud. 
16.  Ashamed — close — mother — time.  17.  Long  steps — 
rooster — hold — head — high — important.  18.  Likes — hear — 
crow, — crow  himself. 


CHICKEN-LITTLE. 


PART  II.]  NATURAL   HISTORY   AND   LANGUAGE. 


LESSON  XI. 

THE  DANGER  AND   THE   RESCUE. 

1.  After — up — hen-coop — thought — practise — crowing. 
2.  Stretched  out — roos- 
ter do — flapped — queer 
— noise.  3.  Not  sound 
much  —  crowing.  4. 
Loud — Chicken-Little. 
5.  Jumped  down  — 
heap — straw — eel-grass 

—  corner  —  yard.  6. 
Scratched — while — pile 
— few  worms — seeds — 
ate.  7.  Hold  —  long 
piece — eel-grass — tried 

—  swallow.  8.  Grows 
— strips — long — narrow.  9.  Not  see — strip — double — loop 
— end.  10.  Almost  down — loop  —  slipped  below — under- 
side— bill — could  not — up — down.  11.  Finding — choking 
— ran   out — yard.     12.  Hens — up — help — rest — mother. 

13.  Saw  —  trouble  was  —  hold  —  loop  —  bill  —  pulled  out. 

14.  Right  again.  15.  Mother — sternly  —  moment — pun- 
ished— .  16.  Seven — eight  —  pecks  —  hard — top  —  head. 
17.  Right.  18.  Picture  —  Chicken -Little — head  down  — 
meek.  19.  Tears — rolling — cheeks.  20.  One — hens — heard 
— try — crow — said — thought — tarry  somewhere — feathers — 
grown.  21.  Too  sorry — angry — insult.  22.  To — punished 
— mother — laughed  at — old  hen, — too  much. 


DANGER   AND   RESCUE. 


34 


NATURAL   HISTORY   AND   LANGUAGE.  [PART   II. 


LESSOJST  XII. 

SOMETHING  VEEY  STRANGE. 


SOMETHING  STRANGE — HEN  IN   A  FIT. 

1.  All — time — Mother  Kedarcut — lying — claws — curled 
up.  2.  Somebody — poultry — old  lien — dead.  3.  All — up 
—  stood  round  —  looking  —  sorry.  4.  "  Pip,"  said  one. 
5.  u Blind  staggers" — another.  6.  "Poor  old — studied — 
waddle  question — hard — dead," — third.  7.  This  picture — 
one  leg — out — claws — that  leg — straight.  8.  While — hens 
— looking — little   ducks — near — began — poke   round — hen. 

9.  Thought — dead ; — at  once — out — one  foot — over — duck. 

10.  Out — other — another  duck.  11.  Began — kick — fast — 
hardly  see  ;  seemed^— fly.  12.  "Why," — rooster,  "hen — 
dead — kicking !"     13.  Pretty  soon — sat  up — strange,  buz- 


PART  II.]  NATURAL    HISTORY   AND   LANGUAGE. 


35 


zing,  clicking — heard.  14.  Shortly — out — month — words : 
which,  which,  WHICH,  WHICH,  WHICH,  WHICH,  WHICH,  first 
—  whisper — very  lond.  15.  "Strange  things  to-day,"  — 
rooster — sternly — hens.  16.  "Know  now — happens — hen 
— no  chickens — own,  when — meddles — other — chickens !" 


LESSON  XIII. 

THE   GREAT  SHIPWRECK   ON  THE  DUCK-POND. 


SHIPWRECK  ON   DUCK-POND. 


1.  One — chicken — make — deal — trouble — poultry-yard ; 
two — kind — chickens — same  brood — make — four — much 


36  NATURAL    HISTORY   AND   LANGUAGE.  [PART   II. 

trouble  as — .  2.  Picture — chickens — board — side — pond. 
3.  Wind — howling — waves  roaring.  4.  Chickens — wrecked, 
and — danger.  5.  Trouble — about — way.  6.  Old  Mother 
Hen-Pen — and — ten  children — near — pond — food.     7.  End 

—  board  —  rested  —  shore  —  other   end  —  floating  —  water. 

8.  Miss  Biddy — kernel — corn — lying — board — ran — get  it. 

9.  Kernel — large — Biddy's — small.  10.  While — trying — 
swallow — corn,  Chicken-Little — her  and  ran — get — away — 
Biddy.  11.  They — first — side — and  then — other.  12.  Shore 
end — loosened,  and — slid — water.  13.  Chickens — now — 
raging — duck-pond.     14.  Old  hen — seen — danger — rushing 

—  outspread — away — pond.  15.  After  help — save — chil- 
dren— drowning.     16.  Thought — go — rooster  first. 


LESSON  XIY. 

COME  AND    HELP! 

1.  Picture — hen — talking — rooster.  2.  Hens — chickens- 
together — hear — Mother  Hen-Pen — story.  3.  When — near 
— rooster — standing — hen-coop — crowing — busily,— stopped 
politely — hear — hen — say.  4.  Screamed  out— children — 
drowning — asked — if — heart  not — help  save — children — 
watery  grave — bottom — pond.  5.  Booster — lazily — pond — 
and — most  likely — if — drowned — float.  6.  No — alarm. 
7.  No  doubt — everything — come — right — wind — drive — 
corpses  ashore.  8.  All  the  hens — "  Shame  " — one — hen — 
"All  alike.  9.  Spurs — bird's — and — long  feathers — tail — 
and  — what  —  get!      10.  Crow   and  —  big,  but  —  heard  — 


PART  II.]  NATUKAL   HISTORY   AND   LANGUAGE. 


37 


THE    HEN  S   APPEAL. 


rooster  —  cared  —  chickens?  11.  I  wish  I — ten  pounds. 
12.  Hens 'looked — if — hustle — peck — .  13.  If — had — hen- 
pecked all  over.  14.  Rooster — loftily — hen,  and  said — think 
— matter  over, — see — best — done.  15.  Time — gobbler  — 
gander,  and — rest — poultry — near — hear — going  on. 


LESSON  XV. 

THEY  FORM  A  PLAN. 

1.  Picture — old  gobbler — old  gander — all — poultry — 
going  —  pond.  2.  Old  Motner  Hen-Pen  —  way.  3.  Much 
excited,  and  —  feathers  —  ruffled — .  4.  Walking  —  single 
file.     5.  Next  —  old  hen  —  old  gobbler  —  duck,  —  gander. 


38 


NATURAL   HISTORY   AND   LANGUAGE.         [PART   II. 


6.  Rooster — behind — .     7.  Behind  — 

rooster — hens — chickens.      8.  Wrecked 

— saved  !      9.  Little  while — confu- 

sion,  and  everybody — somebody 

something.    10.  Now — plan!    11. 

Old  gobbler,  —  gander,  and 

— duck — plan  apiece,  and — 

going — save — chickens. 

12.  Old  gobbler— 

long  —  and  — 

wade 


f^Y 


-u; 


deep  water.     13. 
Old  gander — duck 
— old  sailors,  and 
course   know  — 
people  —  drowning. 
14.  Way  down — wa- 
ter— young    hen — an- 
other, "See — turkey — 
feet — three-tined  hay- 
forks !"     15.  "  Yes,"— 
other,  —  look  —  "red 
legs — gander.     16.  Feet — soup-ladles  1"     17.  Then  both — 


THEV   FORM  A    PLAN. 


PART  H.]  NATURAL   HISTORY   AND   LANGUAGE. 


39 


hens — looked — delicate — and  then — each  other.  18.  That 
—  always  —  way.  19.  When  birds  —  great  plans  —  heads, 
great  duties — perform, — feet — expect  some — talk.  20.  Will 
delicate — save  chickens — drowning  ? 


LESSON  XYI. 

THE   TRIAL  OF  THE  PLANS. 


=si>. 


'%^/S^^ 


THE   GANDER'S   ADVICE. 


1.  Wrecked — now — middle — pond.  2.  Wind — still  howl- 
ing— waves — roaring.  3.  One — wave — rolled  up — board 
and  wet  —  bottoms  —  chickens' — .      4.  That  —  great — dan- 


40  NATURAL   HISTOKY  AND   LANGUAGE.  [PART  II. 

ger — .  5.  Old  gander — gobbler — duck — shore — near — wa- 
ter. 6.  If — chickens — Europe,  or — other— oil:  place, — looks 
— come  down — see — off.  7.  Now — one — say,  "Nonsense, 
— cannot — Europe — duck-pond."  8.  Person — not — things. 
9.  Can  go — Europe — enough — pond.  10.  Way — pond — 
larger.     11.  Other — bring  Europe — pond.     12.  Gander  tried 

1  — plan — -save — .    13.  Screamed  out,  "  Spread wings 

and shore."     14.  See  standing — foot — other — pushed 

forward.  15.  Wind — blowing — hard.  16.  Thought — make 
— trumpet — foot,  and — voice  go — that.  17.  Wanted — sure 
—  making  —  hear,  but  —  leg — not  long  —  reach  —  mouth. 
18.  Chickens — not  flap— and  rise  up — water,  as — thought — 
would. 


LESSON  XVII. 

STICK  TO  THE  BOARD! 

1.  Course  —  trouble  —  not  hear.      2.  Wind  —  strong  — 
speaking  -  trumpet  —  not    work.       3.   Then  —  gobbler  — 

plan.     4.  "  Jump ship wade shore."     5.  Voice — 

hoarse  —  sounded  —  water  —  jug  —  turn — bottom  side  up. 
6.  Thought  — way — sea-captains  —  storm ;  —  chickens — not 

jump.     7.  Duck — plan.      8.  "Dive water swim 

land!" — not  dive — swim.  9.  Hen — crazy.  10.  Knew — 
such  plans — not  save — watery  grave — because — no  wings — 
fly — legs — short — not  swim.  11.  So — sensible — shouted — 
top  —  "Stick — if  —  jump — I  — ."  12.  Kest  —  said  —  not 
heard,  for— wind — hard — then.  13.  Moment — ship — loud 
crash — shore — rocks.      14.  Thrown — almost — feet — shock. 


PART  II.]  NATURAL    HISTORY   AND   LANGUAGE. 


41 


STICK   TO   THE    BOARD  ! 


15.  Every  timber — trembled.  16.  Picture — gobbler — gan- 
der —  duck  —  old  hen.  17.  Disgusted  —  spoiled  —  plans. 
18.  "Saved — enough — ,"  grumbled — gobbler,  "if — fussy — 
hen." 


LESSON"  XYIII. 

THE  ESCAPE  FKOM  THE  WATERS. 

1.  Chickens — landed — wreck — not — Europe.  2.  Ship — 
not — hurt — striking — rocks,  and — declare — wretches — fight- 
ing again!     3.  Lowered — heads  —  ruffled  up  —  feathers  — 

necks, — fighting — supjDOse,  because — love — fight.     4.  Glad 
C 


42 


NATURAL    HISTORY   AND   LANGUAGE.  [PART   II. 


■ — say — kernel — lies — mud — bottom — pond, — not  fight — 
more — that.  5.  Dropped— way  across — pond.  6.  Hen — 
rushing — outspread  —  chickens  —  along  —  shore.  7.  Now, 
some — say, "  Why — man — made — show — what — hen — when 
■ — came — chickens  ?"  8.  Course — kissed — .  9.  Saved — wa- 
tery grave — know.     10.  Perhaps — man — made — picture — 


ESCAPE    FROM    THE    WATERS. 


afraid  —  show — hen  —  kissing  —  chickens.  11.  Perhaps — 
knew — would  kiss — loud  smack, — might  wake — owner — 
poultry-yard,  if — nap.  12.  Any  rate, — put — hen  where — 
and  all  chickens — learn  three  lessons — story.  13.  First  les- 
son,— quarrel — kernel — corn.  14  Second — quarrel — wa- 
ter.  15.  Third — not  go  near — water,  if — not  fly — swim—* 
wade. 


PART  II.]  NATURAL    HISTORY   AND   LANGUAGE. 


43 


LESSON  XIX. 

THE  MEMBERS  OF  THE  FAMILY. 


THE    FAMILY   GROUP. 


1.  Here — whole  family.  2.  Father — sitting — piazza — 
reading.  3.  Owner — poultry- yard.  4.  Mother — sitting 
near — sewing.  5.  Bose — sitting — haunches.  6.  Belongs — 
John.  7.  John — oldest — family — talking — Bose0  8.  Mar- 
garet— oldest  daughter.     9.  James— other  son, — younger: — 


44  NATURAL   HISTORY   AND   LANGUAGE.  [PART   II, 

Margaret.  10.  Bessie  —  younges't —  family.  11.  Always 
know  James — picture,  because — always — hands  behind — 
back.  12.  Tom  —  cat  —  fast  asleep  near  —  feet  —  mother. 
13.  Belongs — Bessie.  14.  Trying — Tom  out — romp — grass. 
15.  Just  rolled — ball  and — called  Tom — run  after.  16.  Tom 
— opened  one  eye,  but — not  wish — move.  IT.  Kitten  days 
— over.  18.  Margaret — brought — Hen-Pen — ten  chickens 
— lawn — front — house — show — father — mother.  19.  Chick- 
en-Little— Miss  Biddy — standing — each  other.  20.  Older 
than — when — wrecked — dark  waters — duck-pond, — hoped 
—  wiser.  21.  Other  chickens  —  family  —  no  names  —  best 
part — perhaps.  22.  James — no  pets.  23.  Keeps  near — 
mother.     24.  Hear  more — family  by-and-by. 


LESSON  XX. 

PIN-FEATHERS. 

1.  Picture  —  toad.  2.  Number  —  chickens  —  standing 
round — .  3:  Sizes — ages.  4.  None — seen — toad.  5.  Young- 
er— seem — think — new  kind — bird,  but  none — seen — bird 
— four  legs.  6.  Fly  lighted — stick  near — .  7.  Toad's  tongue 
— out — fly — no  longer — stick.  8.  One — chickens  looked — 
through — thought — piece — lightning — come  out — mouth, 
and  —  struck  —  fly.  9.  "Oh,  my!"  —  another,  —  "see  — 
mouth?"  10.  When — swallowed, — shut — eyes.  11.  All 
chickens  shut — and  swallowed — .  12.  Fly — tickle — throat 
as  —  went  —  toad  —  up  —  fore  —  and  rubbed  —  stomach. 
13.  Every  one — chickens — foot  apiece — rubbed — .     14.  Old 


PART  II.]  NATURAL   HISTORY   AND   LANGUAGE. 


45 


WHAT  is  ir? 


hen — saw — chickens — through — antics.     15.  Striding — ring 
— big  feet — down — backs — that — not — way. 


LESSON  XXL 

WICKED  DICK. 

1.  After — hen — inside — ring — lowered — head — toad — one 
— eye.  2.  Toad — jump.  3.  So — leap.  4.  Moment — raised 
— head — little — toad — against — tumbled — back.  5.  Hen — 
curiously — instant — then — spread — napped — .  6.  "  Go — ," 
called  out,  " — nothing — toad."  7.  Scattered.  8.  Picture — 
toad — back — feet  wriggling — air.     9.  Old  hen — napping 


46 


NATURAL    HISTOEY   AND    LANGUAGE.  [PART   II. 


S-'    STS~<^ 


lr^> 


r^\ 


WICKED    DICK   AND    TOAD. 


—  chickens  —  all  directions.  10.  One  —  picture  —  standing 
apart — rest.  11.  Mouth  open  — leg — pushed — behind — ■' 
wing — that  side  —  stretched  —  with  —  leg.  12.  Gaping — 
"Ho,  horn  I"  13.  That  —  way  —  saying — not  care  —  toad. 
14.  Sorry — say  that — worst — poultry-yard.  15.  Children — 
Wicked  Dick.  16.  Not  care — anything — good.  17.  Come 
— pin-feather  age,  and — for  chickens — best  age — worst — . 


LESSON  XXII. 

THE  PERSEVERING  HEN. 

1.  Pin-feather  age — age  when,  if — chicken — good, — good- 
ness— itself — time — feathers — come  out.  2.  If — going — 
bad, — evil — come  out — feathers.  3.  No  doubt — Dick — ill- 
looking — .     4.  Rowdy.     5.  If — wore  hats,  Wicked  Dick — > 


PART  II.]  NATURAL    HISTORY   AND   LANGUAGE. 


47 


wear — side — head.  6.  As— -comb  lops — side.  7.  If — fight- 
ing—on, "Wicked  Dick — sure — run — see.  8.  Road — ruin — 
fellow — .  9.  Curious  thing — when — young.  10.  John — 
hen  —  wanted  —  sit  —  eggs.  11.  Away  —  eggs,  —  that — no 
good.     12.  Hen  stuck — nest.     13.  John — bricks,  one — other, 


PERSEVERING   HEN. 


— foot  high — nest — left — hole — rows — bricks.  14.  Old  hen 
—not  beaten — that  way.  15.  Climbed — pile — sat — hole. 
16.  Picture  shows — hen — nest — bricks.  17.  After — another 
—hatched — brood — chickens, — John's — went — new  brood 
—began — cluck.     18.  Mother  hen  drove — away — times — « 


48 


NATURAL   HISTORY  AND   LANGUAGE.  [PART  II. 


came  back — time — kept  on — clucking.     19.  Wicked  Dick — 
not — bright, — went  sometimes — one — sometimes — other. 


LESSON  XXIII. 


A  PORTRAIT. 


WICKED   DICK. 


1.  Course  —  way  —  no  training,  poor — .  2.  Not  know 
which  —  hens  —  mother.  3.  Even  know  —  whether  —  any 
mother.  4.  By-and-by  neither — hens — own.  5.  Worse — 
worse.  6.  Great  loafer — poultry-yard, — does — manner — 
evil   things.      7.  Evidently   belongs — Shanghai,  —  nobody 


PART  II.]  NATURAL   HISTORY  AND   LANGUAGE.  49 

thinks  well — .  8.  Here — large — Wicked  Dick  running — 
something — somebody.  9.  Man — made — wanted — show — 
Dick  looked  when — doing — mean.  10.  Looks— though — ■ 
stealing, — afraid — somebody — after — .  11.  Can  see— wild 
eye — .  12.  Feathers — not — smooth.  13.  Stick  out — over — . 
14.  Dick— never  been — sand-bath.  15.  Anybody — see — 
never  prinked — feathers.  16.  Always — dirty.  17.  Chick- 
ens— did  such  things, — would — clay  pipe — mouth — ago, — 
chewed  tobacco.  18.  Here — mean  tricks.  19.  Yery  often — 
hen-coop, — when — chicken  smaller — goes  by, — run  out — 
peck — . 

LESSON  XXIV. 

HE  GOES  DOWN  INTO  THE  DARK  WATERS  OF  THE  DTTCK-POND. 

1.  Dick's  legs — long, — seems — proud — .  2.  Perhaps — be- 
cause— help — run  away — fast  after — done — trick.  3.  John 
says — chickens — trousers,  Dick  would — made — small — leg, 
— wide — bottom.  4.  One  day — gander — standing — shore — 
duck  -  pond  —  head  stretched  out  —  water,  —  screaming  — 
loudly.  5.  Down — Dick — shore, — stretched — neck  just  as 
— seen — gander — .  6.  Then— -made  —  strange  —  indeed. 
7.  Suppose — meant — crow.  8.  When — gander — noise, — 
turned  savagely — .  9.  Dick  looked — gander — though — ask- 
ing— if — not  think — good  crowing — young — .  10.  Gander 
— nothing,  but — nape — put — dark  waters — pond.  11.  Not 
dark — deep.  12.  Struggled,  but — no  use, — down — went. 
13.  After  —  came  —  choking  badly,  —  scrambled  —  shore, 
looking — fowl  —  rained  on  —  black  water.     14.  Picture  — 

C2 


50 


NATURAL    HISTORY    AND    LANGUAGE.  [PART   II. 


WICKED   DICK'S   BATH. 


Dick  —  mouth  —  gander,  —  j  list  before  —  explored  —  pond. 
15.  All — learn — two  lessons — story.  16.  First — always 
— mother.     17.  Second — not — Shanghai — . 


LESSON  XXV. 

THE  STORY  OF  THE  BLUE  MOUNTAINS. 

;  1.  Large  picture — page  51  shows — country — poultry-yard 
—  around.  2.  Left — house — where — owner — yard  lives. 
3.  High  hills — far  away.  4.  Blue  Mountains — called — peo- 
ple— near — live — yard.  5.  Rocks — foot — mountains — fox 
— sly — old — hole.  6.  Right — yard — field — covered — partly 
— trees.    7.  Field — small  hill — picture — not  show.    8.  Small 


THE   POULTRY-YARD    AND   THE   NEIGHBORING   COUNTRY. 


52 


NATURAL    HISTOEY   AND    LANGUAGE.  [PART   IL 


THE    STORY   OF   THE    BLUE    MOUNTAINS. 


picture — page  52 — half -grown — standing — top — hill,  look- 
ing— mountains — distance.  9.  Name — Biddy.  10.  Sister — 
Chicken-Little, — daughter — Hen-Pen.  11.  Not  far — creep- 
ing slyly  —  chicken.  12.  Out  all  night  —  way  —  home. 
13.  Fox — lives — Blue  Mountains.  14.  Saw — standing — lit- 
tle hill — made  up — mind — breakfast. 


might 


15.  Bose — running — 
fox.      16.  Thinking  so  much — chicken — not  see 


Bose.     IT.  Picture — not  large — show  Bose — run — race. 


LESSON  XXYI. 

LONGINGS. 

1.  All — see — picture  took — about — time  Chicken-Little — 
trying — hard — learn — crow.     2.  Miss  Biddy, — like  Chicken- 


PART   n.J  NATURAL    HISTORY   AND   LANGUAGE. 


53 


^:^/ 
^ 


'Mi 


Little, — tired — round — mother.  3.  Able — take  care — her- 
self. 4.  Dresses — white — blue  spots.  5.  Feathers — neck — 
down  very  prettily, — look — ribbons.  6.  Feathers — fore- 
head— wears    hanged. 

7.  Many  —  day  lately 
— looked  —  knot  -  hole 
—  poultry  —  fence  — 
thought  how  happy — 
should — could — reach 
— Blue — over  yonder. 

8.  There,  — ■  thinks,  — 
bugs — golden — worms 
— long — fat, — seeds — 
large  —  luscious.  9. 
Poultry  -yard  —  noth- 
ing —  scratch,  scratch, 
— work,  work, — long, 
— after  all, — get — liv- 
ing. 10.  Blue  Mountains  she — only  have — open — mouth. 
— grasshoppers — come  flying, — ask — eaten.  11.  Morning — 
left — wicket-gate — side — poultry-yard, — out — Biddy. 


LONGINGS. 


LESSON  XXVII. 

"NOW"  I  AM  FREE!" 


1.  Out  went  Biddy — wide,  wide — .     2.  "Now — free!" — 
said — herself.     3.  Sauntered  along — side — fence — came — 


54 


NATURAL    HISTORY   AND    LANGUAGE.  [PART   II. 


knot-liole.  4.  Here — stopped  a  moment — take— last  look — 
dirty — poultry -yard.  5.  Picture — looking  through  —  one 
eye.  6.  Saw — mother  busy — domestic  duties — usual.  7. 
Old  Mother  Hen -Pen — scratching — pile — straw — dirt.  8. 
Evidently — old  hen — made — mind — get  out — bug,  worm, 
and  seed — pile — that  very  day.  9.  Family — fed.  10.  First, 
out — right  foot, — dirt  flew.  11. 
Then  out — left  foot, — flew  again. 
12.  Ked  comb — bead  swayed — side, 
keeping  time  —  feet.  13.  "Ah," 
said  —  "  mother  always  —  drudge  ! 
14.  Never  —  Blue 


Mountains  1"  15. 
Then  —  sauntered 

—  reached  —  lit- 
tle hill. .  16.  Blue 
Mountains  seemed  ^ 

—  far  off — ever.  i*3^ 
17.  This  — always  gjp 
the  way  —  young 
chickens.  18.  Get 
something  —  very 
easily  —  not  want 
— .    19.  "When  far 


NOW   I   AM   FREE 


1" 


away,  —  want  — 

much.  20.  Seemed — Biddy — grasshoppers — found — way — 
hill — larger — fatter  than  any — seen — mother  catch.  21. 
Flapped — little  wings: — joy — think — going — Blue  Mount- 
ains. 


PART  II.]  NATURAL    HISTORY   AND    LANGUAGE. 


55 


LESSOR  XXVIII. 

HOW  THE   RACE   BEGAN. 

1.  Way  Bose  began  —  race  —  fox.  2.  After  breakfast 
— went  out  —  poultry -yard —  lie  down  —  sunsliine  —  nap. 
3.  Often  did — .  4.  Every  one — yard  liked — except — gander 
— gobbler.  5.  Very  often, — Bose — along  quietly — yard, — 
gander  stretches  out  —  long  neck  —  hisses  — .      6.  If  Bose 


HOW   THE   RACE    BEGAN. 


stops, — gander — turn  round — waddle  away — fast — legs — 
carry — .  7.  Hens  like  Bose,  because — strange  cats — chick- 
ens. 8.  Chickens — so  friendly — often  climb — back — side 
— asleep.  9.  Bose  likes — chickens  about,  because — keep  off 
— flies.    10.  Picture  Bose — lying  down — forepaws  stretched 


56 


NATURAL    HISTORY   AND   LANGUAGE.  [PART   II. 


out, — head  resting— them.  11.  Quite  a  number — chickens 
running  about  him.  12.  One — back, — stretching — wings. 
13.  Bose —  half  asleep.  14.  Eye  —  partly  open.  15.  Hap- 
pened— look — wicket-gate — caught — glimpse — fox.  16.  In 
an  instant  up  jumped  Bose, — ran  pell-mell — gate. 


LESSON  XXIX. 

WHAT  HAPPENED   IN   THE  POULTRY-YARD. 

Vl 


WHAT    HAPPENED    IN    THE    POULTRY-YARD. 


1.  First  leap — knocked  over — gobbler, — left — feet — air. 
2.  Old  gander — ,  usual,  walking — shore — pond.    3.  Way  out, 


PART  II.]  NATURAL    HISTORY   AND   LANGUAGE.  57 

— hit — and  tumbled — headlong — .  4.  Excitement — poul- 
try -  yard.  5.  But  —  Hen  -  Pen  scratched  —  pile  —  dirt. 
6.  Cared  nothing  —  gobbler.  7.  Strutting  up  — down  — 
yard — half — time, — showing  off — fine  feathers.  8.  Think- 
ing— little  work, — fuss — feathers.  9.  So, — on  feet — on 
back, — cared  little.  10.  Not  noticed — one — own  children 
— left — yard.  11.  If — , — would  have — troubled.  12.  Course 
— not  spend  half — counting — .  13.  Too  busy — .  14.  Old 
hen — seen  Biddy— knot-hole, — thought  how  idle — child — , 
— clucked — come  away.  15.  JSTot  know  how — notions — 
head — .  16.  Picture — exactly — thiugs  looked — Bose  left 
— yard. 


LESSON  XXX. 

THE  RESULT  OF  THE   CHASE. 

1.  Bose  —  very  fast, — felt  sure — catch — fox.     2.  Pretty 
soon — fox  saw — stopped,  then  sprang — feet — started — den. 

3.  The  fox — not — very  fast,  because — not  much  afraid — . 

4.  Paced — before, — knew  well  enough — fast  Bose — run. 

5.  Turned — head  now — then — see — getting  along.  6.  "Work- 
ed hard, — not  gain — fox.  7.  Barked — whined, — not  make — 
feet — faster.  8.  Fact — , — little  conceited.  9.  Thought — 
run  faster — , — mistaken.  10.  Tried — race — more — twen- 
ty— , — beaten  every  time.  11.  Another  kind — catch — fox, 
— not  know  this.  12.  Bose  could  see — inch  by  inch — losing 
ground.  13.  Provoking.  14.  Faster — went — faster — went. 
15.  At  last — fox — high  stone  wall,— flying  leap — , — never 


58 


NATURAL   HISTORY   AND   LANGUAGE.  [PART   H. 


RESULT   OF  THE    CHASE. 


touched  —  top  stone.  16.  Knew  —  not  do  that,  —  stopped. 
17.  Climbed  up — wall — get — last  look.  18.  Picture — Bose 
— top — wall — taking — look — fox — distance.  19.  Usual, — ■ 
lost — race. 


LESSON  XXXI. 

BACK  TO  THE   OLD  POULTRY- YARD. 

1.  Bose  —  home  —  trotted  slowly.  2.  Felt  sorry  —  not 
caught — fox.  3.  Pretty  soon — sight — hillock.  4.  There — 
silly  little  chicken — still.  5.  As — came  up, — stuck  out — 
stubby  wings — flapped.  6.  Notions — running  away — still 
full.    7.  Bose — soon  put — end — nonsense — Blue  Mountains. 


PART  II.]  NATURAL    HISTORY   AND   LANGUAGE. 


59 


8.  Barked  furiously — chicken.     9.  Frightened — poultry-yard 
— Miss  Biddy — ran — all  her  might.     10.  Half  flying, — half 


P^^P^>^ 


*v- 


BACK   TO    OLD    POULTRY-YAKD, 


running — picture  shows.  11.  Biddy's 
Mother — Bose  bark, — saw — running 

12.  Gone  wrong — something — knew. 

13.  Frightened  chicken — rushing — lit- 
tle wicket-gate,  screaming  —  mother. 

14.  Back — dirty — yard — glad  enough 
— there.  15.  So  this  was — end — fine 
notions — Blue  Mountains.  16.  Grass- 
hoppers— fat, — worms — large — lively 
—  those  mountains,  —  but  —  eating — 
Miss  Biddy's — not.  17.  As — Biddy 
— near,  —  looked  sternly — old  hen — 
child.  18.  ISTot  know — else  happen- 
ed, but  they  say — silly  chicken's  eyes 
— redder — next  morning — nsual. 


CHICKEN-LITTLE. 


PAET  III. 


LESSON  I. 

HOW  CHICKEN-LITTLE  BECAME  A  HERO. 

1.  Picture — Chicken-Little — another.  2.  Time — passed 
— swallowed — eel-grass.  3.  Then — chicken,  green — gawky; 
now — rooster — large — handsome.  4.  Red  comb — head, — 
upper  part — neck — wattles — very  red.  5.  Farther  down — 
green,  crimson  —  golden — color — plumage — over — tail  — ■ 

—  graceful  curve  —  hung — 'feathers  —  two  long,  shining. 
6.  Legs — spurs — two — curved — long — very  sharp.  7.  No 
doubt — bird — very  fine  looking.  8.  Chicken-Little — busy 
— very — keeps.  9.  Crows — night — number — times — one  or 
two  o'clock, — again — daylight — crows.  10.  Morning — left 
— perch — crowed  loudly.    11.  Yoice — weak  no  longer, — loud 

—  clear  —  heard.  12.  Crows  —  hens — chickens — heads — 
wings — pull  out — gape — stretch — legs — wings.  13.  One — 
one — jump  down — roost — get  ready — work — day. 


LESSON  II. 

HIS  GENEROSITY. 

1.  Chicken -Little — left  —  old  pride.  2.  More  slowly  — 
walks — used  to — head  higher.  3.  Generous.  4.  Finds — 
worm — tender — juicy  insect,  —  not  eat.  5.  Takes — up  — 
bill, — puts — down  —  again — again.     6.  Doing  thi^ — calls 


62 


NATURAL    HISTORY   AND    LANGUAGE.         [PART  III. 


1^%? 


HIS   GENEROSITY. 


softly — hen — chicken — come — get — .  7.  Runs  up — hen — 
drops  worm  —  looks  —  happy  —  swallow  — .  8.  Picture  — 
found — worm  —  polite  offer — hen.  9.  Not  quarrelsome. 
10.  Younger — now — sham  battles — brothers.  11.  Chicken- 
Little — Miss  Biddy — quarrelled — little.  12.  Remember — 
kernel.  13.  Long  ago.  14.  Now — sees — fighting — two — 
steps  up — looks  sternly — .  15.  If — keep  on — peck — one — 
then — other.     16.  End — battle. 


LESSON  III. 

DANGER  IS  NEAR. 

1.  Picture — Chicken-Little — middle — yard  —  eye — sky. 

2.  Nine  o'clock  —  bright  day — summer  —  poultry — busy. 

3.  Some — sand-bath.     4.  Old  hen — sitting — ground, — two — 


PART  III.]  NATURAL    HISTORY   AND    LANGUAGE. 


63 


chickens  —  back,  while  others  —  family — seeds  —  near  — . 
5.  Ducks — big — little — paddling — water — pond.  6.  Old  gob- 
bler— handsome  feathers — talking  loudly — nothing — old 
gander — waddling — nibbling — blade — grass  here — there. 
1.  Both — brave  enough — any  enemy — face.  8.  Chicken- 
Little — eye  fixed — hawks — air — sailing.      9.  Wants — sure 


/*?  /  V'$§£ffi/'» ' aCvvOC \V w\\\  \W\vi  ^ 


DANGER   IS   NEAR. 


— watching — poultry-yard.  10.  Long  way — hawk — see — 
so — sails  — air — high  up.  11.  So  keen  —  sharp — eyes — 
see  plainly — below — going  on.  12.  Chicken-Little — wide 
circles — saw — hawks — air — every  time — went  round — - 
nearer — ground — nearer.  13.  Hear — plainly — "Kai,  kai, 
kai."  14.  Felt  sure — try — chicken, — loud  cry — warning — 
gave. 


64: 


NATURAL    HISTORY   AND   LANGUAGE.        [PART  III. 


LESSON  IV. 

THE  CRY  OF  WARNING,  AND  WHAT  CAME  OF  IT. 


5^ 

RESULT   OF   THE   WARNING   CRY. 


1.  What  happened — shows — picture — poultry-yard — when 
— cry — warning — heard.  2.  Mother's  wings  —  running — 
chickens — little.  3.  Hens — old — chickens — half-grown — ■ 
safe  place — rushing  along.  4.  Hens  tumbling — chickens — 
liens.  5.  Gobbler  ran  so  fast — tripped — fell  flat.  6.  Lies. 
7.  Courage  —  out.  8.  Look  —  eyes  —  head  —  out  —  coming. 
9.  Hawk — dreaded  —  coming.  10.  Gander — not  run  —  so 
flying  away — fast  enough — fast — can.  11.  See — one  way 
1 — long  legs — stretched  out — long  neck — other.  12.  Bottom 
■ — pond — diving — little  ducks.      13.  Webbed  foot — here — 


PART   III.]  NATURAL    HISTORY   AND   LANGUAGE. 


65 


there — see — sticking  out — water.  14.  Old  duck — frantic 
efforts  —  making — water — under  —  get  down, — not  deep 
enough.  15.  Leg  —  body — part — water — above— no  far- 
ther. 16.  Head — mud.  17.  Ducks — other — flying — away. 
18.  Chicken-Little — only — not  afraid.  19.  Every  one — run- 
ning— get  out — way — while — eye  fixed — hawks.  20.  Bold 
bird — hawk — attack — dares. 


LESSON  Y. 

THE   CAUSE   OF   THE   TROUBLE. 


.j£$g**e$m 


CAUSE    OF   THE   TROUBLE. 


1.  Picture — chickens — two — not  heard — Chicken-Little — 
warning  cry.  2.  One — worm — picked  up.  3.  Worm — see 
— wriggling — mouth.  4.  Other  chicken — piece — worm — 
after — running.  5.  ~No  cry — heard  —  not  see  —  hawk  — 
dreaded.  6.  Yard — clear — poultry — chickens — too — Chick- 
en-Little— except.  7.  Young  chickens — just  like.  8.  Dam 
D 


66 


NATURAL    HISTORY   AND   LANGUAGE.  [PART  III. 


ger — never  see — too  -late— avoid.  9.  If — worm — quarrelled 
— come  near — no  hawk — yard.  10.  One — saw — chickens — 
mind — made  up — one — breakfast — spite — Chicken-Little. 
11.  Chicken-Little — not  watch — hawk — drive  off — chickens 
— same  time.  12.  As — looked  up — see — fierce  eyes — hawk 
— bent  down — head — see — chickens.  13.  Now  for  it — com- 
ing— thought.  14.  Balanced — hawk — himself — moment — 
wings — swooped — down . 


LESSON  VI. 

THE  BATTLE. 


THE    BATTLE. 


1.  Chicken -Little — -little   way — flew   up  —  meet — came 
clown — hawk.     2.  How — looked  —  met — when  — shows — 


PART   III.]  NATURAL    HISTORY    AND   LANGUAGE.  67 

picture.  3.  Sharp  bill  —  spurs  —  sharp  —  Chicken -Little. 
4.  Hawk — sharp  beak — talons — sharp.  5.  Struck — hawk — 
hard — spurs — Chicken-Little — feathers  fly.  6.  Grasp — tried 
— Chicken-Little — neck — hawk — sharp  talons.  7.  Both — 
ground — fighting.  8.  Time — two  chickens  —  saw — going 
on.  9.  Worm  —  dropped  —  ran.  10.  Chickens  —  little  — 
trouble — get — themselves — others — danger  comes — m an- 
age  —  way  —  get  out  —  almost  always  —  when.  11.  Old- 
er heads  —  not  make  —  trouble  —  blows  —  take  —  have  to. 
12.  Got  away — Chicken-Little — hawk — another  dash — make 
— going  to — hawk — no  chance — that  morning — chicken — 
and — not  care — Chicken-Little — fight — any  more.  13.  Broad 
wings — off — spread.  14.  Great  victory — Bird  of  Prey — 
dreaded  hen-hawk — won — Chicken -Little.  15.  Owner — 
when  —  poultry — heard — warning  cry  —  Chicken  -Little  — 
went  out — matter — two  boys — went  out — John — James. 


LESSON  VII. 

THE  REFEREE. 

1.  Girls,  Maggie — Bessie — out.  2.  Dog — kennel — rushed 
— see — going  on — cat — safe  distance — looked  on.  3.  Fight 
—  over  —  house  —  father  —  went.  4.  Too  bad  —  rooster — 
so  brave — John — call  —  Chicken -Little.  5.  Remember — 
Maggie — name — gave — very  small.  6.  "  ISTow,  Margaret, — 
see  —  done/'  said  — ,  "big  rooster — call  —  Chicken-Little! 
7.  Just  like — silly  names — give  ;" — hat — pulled  off — threw 


68 


NATURAL    HISTORY   AND    LANGUAGE.  [PART  III. 


— ground — force — great  deal.  8.  Margaret — warm  day — 
very.  9.  New  name  —  wanted  —  but  —  not  think  —  any. 
10.  Matter  over — went — father — after  talking — asked — give 
— new  name — Chicken-Little.  11.  Reading— chair — father 
— sitting.  12.  Shows — picture — children  stood.  13.  Looked 
up 


father  —  might    call  —  Chanticleer. 


14.  Maggie  — 


THE    REFEREE. 


too  .long.  15.  Either  —  didn't  mean  —  anything  — John. 
16.  "Well" — 'Him  of  the  clarion  voice'" — call — father. 
IT.  Puzzled.  18.  Laughed — father — not  good  —  names  — 
giving.  19.  "Well,"  —  John — "thing  —  sure  —  gander  — 
coward — perfect."  20.  Father — "yes — show — white  feath- 
er." 21.  John  —  course  —  hasn't — white  feathers — show. 
22.  Smiled — no  more — father — but. 


PART  III.]  NATURAL    HISTORY    AND   LANGUAGE. 


69 


LESSON  YIIL 

THE  THREE-CORNERED   DUEL. 


iOfc  jtf* 


IPIWftllL 


THE    THREE-CORNERED   DUEL. 


ins: 


1.  Looks — though — would  be — fierce  fight.  2.  Lowered 
head — ruffled  up — feathers — neck.  3.  Fierce — threaten- 
eyes.  4.  Heady — sharp  spurs — anything — opposes. 
5.  Tom — hunched  up — back, — puffed  up — tail.  6.  Turn- 
ed —  head  —  one  side  —  glaring  —  Bose  —  Chicken -Little. 
7.  Ready — fly  at — sharp  teeth — sharper  claws.  8.  Crouch- 
ing down — ready — spring — enemy.  9.  Houghed  up — back 
— along — eyes — dangerous — look.     10.  Upper  lip — lifted — 


TO  NATTJKAL    HISTORY   AND   LANGUAGE.  [PART  III. 

teeth — low  growl — giving.  11.  Each  one — fiercer — little — 
both — others.  12.  Morning — happened — meet — poultry- 
yard.  13.  Hearts — anger — full — fight — going — three-cor- 
nered duel.  14.  Why — fight — wish  ?  15.  Chicken-Little — 
Tom,  or  Tom — Bose,  or  Bose — Chicken-Little  ?  16.  If — 
Chicken  -  Little  —  Tom,  why  —  Tom  —  hunch  up  —  Bose  % 
17.  If  Tom  — Bose,  why— teeth— Chicken-Little?  18.  If 
Bose — Chicken- Little,  why — feathers — Tom?  19.  Fight — 
puzzling — badly  mixed. 

LESSON  IX. 

HOW  CHICKEN-LITTLE  BECAME  READY  TO  FIGHT  A  DUEL. 

1.  Morning — waked  up — Chicken- Little — loud  crow — 
gave.  2.  Then — perch — came  down — breakfast — yard — 
went  out.  3.  Noisier — poultry-yard — usual.  4.  Old  gander 
— loud  enough — half  a  mile — screaming.  5.  Hens — cack- 
ling— Guinea-fowl — sky — looking  up — pretending — hawks 
—  saw.  6.  Uttering — screams  —  dreadful  —  know  how — 
make.  7.  Coarse — hens — chickens — frightened — running 
hither — thither — to — fro.  8.  Head — noise — ache — Chick- 
en-Little's— all.  9.  Pile — straw — dirt  —  went — began — 
scratch.  10.  After — found  —  long  while  —  worm  —  one — 
poor — little — half  starved.  11.  Pleasant  note — hen — called 
— come — eat — .  12.  Came — looked  sharply — hen — one  eye 
—worm — walked  away — coolly — without  touching.  13.  No 
wonder  —  ready  —  Chicken-Little — duel — fight!  14.  Like 
fighting — felt,  but — fight  with  ?  15.  Hooster — no  other — 
yard.     16.  Course — hen — rooster — no  decent — would  fight ! 


PAKT  III.]  NATURAL   HISTORY  AND   LANGUAGE. 


71 


REJECTED   OFFER. 


17.  Moment — head  down  —  Tom — was  passing, — walking 
slowly — yard.  18.  Chance — fight — here.  19.  So — head — 
down  went — Chicken-Little's — feathers — up  went — . 


LESSON  X. 

WHAT  MADE  TOM,  THE  CAT,  READY  FOR  A  DUEL. 

1.  All  night  —  out  —  Tom,  but  —  not   caught  —  mouse. 
2.  Fields — go   out — thought — where — see — bird — get — 

breakfast.    3.  Birds — busy — very — singing  gayly,  but — way 

2* 


72 


NATURAL    HISTORY    AND   LANGUAGE.  [PAJEtT  III. 


— keep  out — saw — Tom.  4.  Grass — slyly 
— crept,  but — could  catcli — not — bird.  5. 
Little  cat-bird — faces — made.  6.  Charm 
— then — eat — was  going.  7.  Instead  of — 
cat-bird — being  charmed — impudence — 
tail — flirt — right — face — then — tree — flew 
up  —  imitation  —  pretty  good  —  mocked 
Tom — miau.  8.  Course — very  angry  — 
Tom — made.  9.  Tree — cat-bird — quick- 
ly up — went  —  when — where — came  — 
was — cat-bird — not  there.  10.  While — 
-Tom — tree — cat-bird — ano  I  i  •  er 
again — another   miau 


TOM   AND   THE   BIRD. 


PART   in.]  NATURAL    HISTORY   AND   LANGUAGE. 


73 


— mocking.  11.  No  use  —  found — Tom  —  try — catch — 
birds,  so — home — slowly  walked.  12.  Fence — crept — poul- 
try-yard— himself — found.  13.  Anger — heart — full — also 
ready — duel — fight.  14.  Slowly  along — head — down — 
holding — going.  15.  Look  up — happened — feathers  up — 
saw — Chicken-Little's.     16.  Tom — ready — back — up. 


LESSON  XL 

WHAT  MADE  BOSE  EEADY  FOR  A  DUEL. 

it 


BOSE    AND   RABBIT. 


1.  Two  things — world — trouble — Bose.  2.  "Wretched  fox 
— one — Blue  Mountains — lives — other — rabbit — little — mis- 
erable,—  bob-tailed  —  down  —  road  —  lives ;  where  —  never 

could — Bose — find  out.     3.  Road — down — trotting — morn- 
D2 


74  NATURAL   HISTORY   AND   LANGUAGE.         [PART  III. 

ing — air — fresh — enjoy — happy — felt.  4.  Tail — held — lit- 
tle higher — usual — looked — more — ever — letter  O — like. 
5.  Various  things — thinking — when — whish  ! — rabbit — road 
— across — quicker  than — "  muslin  " — could  say.  6.  Course 
— wall — Bose — pell-mell — went — rabbit — after.  7.  Long 
chase  —  clump  —  bushes  —  disappeared  —  usual  —  rabbit. 
8.  Chased — Bose — rabbit — hundred  times — already — lost 
—  always.      9.  Tired  —  vexed  —  angry.      10.  Provoking. 

11.  Home  —  sauntered  —  lie  down  —  went  —  poultry-yard. 

12.  Anything — busy  thinking — hardly  saw — walked  along. 

13.  Tom  —  Chicken  -  Little  —  very  near  —  happened  —  go. 

14.  Looked  up — passed  them — feathers — back — fur — up. 

15.  Something — somebody — fight — wanted.  16.  Up — hair. 
17.  So — way — seen — came  together — three — first  picture. 


LESSON  XII. 

TROUBLE  IN  FIGHTING  THE  DUEL. 

1.  Trouble  —  duel — fighting.  2.  Suppose — rooster — at- 
tack Tom — drive  his  spurs — try — Tom's  flesh.  3.  Chicken- 
Little — thought  "  most  likely — doing  this — while — big  jaws 

—  fellow,  Bose  —  feather  —  strip  —  body  !"  4.  Suppose  — 
Tom  —  Chicken -Little — attack — flesh — try — tear — body. 
5.  "  Most  likely  " — Tom — "  Bose — fellow — big  teeth — crush 
— bone."      6.  Suppose  —  Bose  —  Chicken  -  Little  —  attack. 

7.  Bose — thought  —  "  while — mince-meat — busy — making 

—  most  likely  —  cat,  Tom  —  sharp  claws  —  skin  —  warm." 

8.  Three-cornered  duel — trouble — fighting — always.    9.  Pict- 


PART   III.]  NATURAL    HISTORY   AND   LANGUAGE. 


75 


ure — man — made — Chicken -Little — Tom — Bose — row — 
put.  10.  Tails— up.  11.  Chicken-Little— middle.  12.  Be- 
gun— feel  friendly — man — look  friendly — wanted.  13.  Bose 
— Tom — looking — both — Chicken-Little.  14.  Chicken-Lit- 
tle— one — eye — friendly — Bose — other — Tom.     15.  Only 


W4 


TROUBLE   IN   FIGHTING   THE    DUEL. 


one — three — look  two  ways — once.  16.  Wanted — man — 
Tom — middle — because — shorter — either — others — but — 
look  odd — thought — one — Tom's  eyes — loving  look — giving 
—Chicken-Little — other — Bose — time— same.  17.  "Hum!" 
— Bose — himself,  "  Tom — bad  fellow — not — cat ;  only  fault 
—will  steal."  18.  "  Well,"—  Tom,  "Bose— tail— proud- 
saucy,  upward  curl,  but — dog — only." 


76 


NATUBAL    HISTORY   AND   LANGUAGE.  [PART  III. 


LESSON  XIII. 

BETTER  THOUGHTS  PREVAIL. 


BETTER  THOUGHTS   PREVAIL. 


1.  Way  —  began  —  three — think.  2.  Chicken  -  Little  — 
thought — "  fight — Tom — Bose — why  ?  3.  Worm — not  re- 
fuse— offered  them!"  4.  "Chicken-Little — Bose — why — 
fight,"  thought  Tom..  5.  "Because — cat-bird — tail— flirt- 
ed— face — be  blamed  not — then  insulted — miauing  — !" 

6.  "  Chicken-Little— Tom— why— fight— I,"  thought  Bose. 

7.  "  Not  in  fault — got  away — rabbit !"     8.  End — neck-feath- 


PART   III.]  NATURAL    HISTORY   AND   LANGUAGE. 


77 


ers — Chicken-Little's — smooth.  9.  Coat — Tom's  bright — 
glossy — as  before.  10.  Hair — went  down — back — Eose's 
— went  up — tail.  11.  Hen-coop — Chicken-Little — mounted 
— crow — began.  12.  Short  yelp — gate — jumped — gave — 
Bose.  13.  Haunches — Tom — sat  down — rooster — watched 
—neck — strain — crowing.  14.  Ended — quarrel — most  quar- 
rels— leaving  everything — beginning.  15.  Satisfied — every- 
body—hurt— nobody.     16.  Sensible — roosters,  cats — dogs. 


LESSON  XIY. 

HOW  BOSE  DID  NOT  BECOME  A  HERO. 


BOSE    IN   THE    DOG-CART. 


1.  Dog-cart — picture — harnessed — Bose.  2.  Children — 
owner — poultry-yard — two  boys — two  girls — see — picture. 
3.  One  hand — reins — whip — other — wagon — older  boy — ■ 
John.     4.  Beside— seat — brother — Margaret — older  sister. 


78  NATURAL    HISTORY    AND   LANGUAGE.  [PART  III. 

5.  John — older — place — be  driver.  6.  Besides, — Margaret 
— girl — says — John — not  know — horse — manage.  7.  "Now, 
Margaret," — John,  "  — steed — harnessed, — carriage — ready. 
8.  If — happen — not  scream— girl — hope."  9.  "Well," — 
Margaret,  "  if — girl — not  be — first — help — shout.  10.  Do 
wish — call — Maggie."  11.  When — remembers  —  John  — 
year  older — sister — than — Margaret — calls.  12.  Brotherly 
— kind  —  feels  —  calls — Maggie.  13.  Mag — vex — wishes 
— calls.  14.  Strange — John — call — not  like — Margaret. 
15.  Why — not  know.  16.  Seated — James — behind — wagon 
— bottom — another  seat — not  room.  17.  James — Jemmy 
— calls — John.     18.  Shorter — name — sounds  better. 


LESSON  XV. 

THE   START. 

1.  There — at  first — trouble — Bose — harness — putting — 
little.  2.  Not  seem — wanted — understand— him.  3.  Head 
—  toward — wagon  —  wanted — put  —  tail — front —  have — 
Bose.  4.  Never  do — John  said.  5.  Trot  well — way — told 
Bose — not — John — besides — not  look.  6.  While — after — 
seemed — Bose — understand — wanted  — stood  still — good 
horse — like.  7.  Head — tail — very  high — holding — picture. 
8.  Proud — suppose — because — using  him — horse — have  har- 
nessed—  carriage.  9.  Left  behind  —  younger  sister  —  not 
room — Bessie — wagon — because.  10.  Next  time — take — 
promised.  11.  Started — just — carriage.  12.  Know  that — 
because — running — old  gander — hen — their  might — way — 


PART  III.]         NATURAL    HISTORY   AND   LANGUAGE. 


79 


THE    START. 


get — out  of,     13.  Happy — Bose — very — feels — along — road 
— trotting — horses  go — seen — just  as. 


LESSON  XVI. 


THE   CHASE. 


1.  Horse  —  kind  —  well- trained  —  Bose  —  was  trotting. 
2.  Difference  was — only — looked — first — one  side — then- 
other — road.  3.  Do — horses — never.  4.  Going  on — see — 
wished.  5.  Part — road — picture — seen — no  fences.  6.  Both 
sides — open  pasture  — have  —  there  —  covered  —  stones  — 
stumps — trees — bushes — clumps.      7.  Never  jump — while 

moving — carriage — John — Jemmy — told — never  would — • 

3* 


80 


NATURAL   HISTORY   AND   LANGUAGE.  [PART  III. 


said — Jemmy.  8.  "Was  telling — John — Margaret — touch — 
never — reins — driver's — case — trouble,  when,  chut ! — went 
across — rabbit — road — light — flash — like  !  9.  Rabbit — Bose 
— himself — forgot — ran — full  speed — after.  10.  Bum/pety- 
bum/p — rocks — stumps  of  trees — went — wagon.     11.  Struck 


THE    CHASE. 


— head  first — large  stone — pretty  soon — Jemmy — out  went. 
12.  Not — out  —  jump.  13.  Not  to  —  John  —  promised. 
14.  All — might — reins — tugged — John — "Whoa !"  "Pull, 
Maggie,  pull" — -shouted.  15.  Not — this  time — Margaret — 
say.     16.  Pulled — pulled — John — Maggie — no  use — faster 


PART  III.]  NATURAL    HISTORY   AND   LANGUAGE. 


81 


— only — went — Bose.     IT.  End— was — bushes — wheels  — 
caught — stopped — Bose.     18.  Not  catch — rabbit ! 


LESSON  XVII. 

THE  RETURN  FROM  THE  HUNT. 


RETURN   FROM   THE    HUNT. 


1.  Poor  Bose  ! — over — chase.  2.  Behind — saw — made- 
looked — wreck.  3.  Shouted — shook — clinched  fist — John 
— Bose — "  See — damage — done — rascal !"  4.  Not  under- 
stand— word — damage — Bose — but — clinched  fist  —  angry 
voice — did  understand.  5.  Weighed  down — tail — sorrow — 
head — weighed  down.  6.  Nose — end — from — tail — tip — 
to — sorrow — full.  7.  Up — nothing — went — Bose — but — 
sorrow — great  waves — eyes — pair — pleading.  8.  Looked — 
eyes — Bose's — Maggie.  9.  Voice — rang — loud — clear — out. 
10.  Sound — full — old  pasture.    11.  "At  all — not — Bose ;  rab- 


82 


NATURAL    HISTORY   AND   LANGUAGE.  [PART  III. 


bit."  12.  Went  out — heart — Bose's — Maggie — went  out — 
Bose — Maggie's.  13.  Little  nearer — Bose  came — Maggie 
—  little  nearer  —  Maggie  —  Bose.  14.  Forever — friends. 
15.  Dog — Bose — pitying  look — voice — kind — understands 
— but.     16.  Soft  hand — curly  head — Bose's — put — Maggie 

— humbly — Bose — looked  up — wagged — tail twice 

slowly. 


LESSON  XYIII. 

WHO  IS   THE   HERO? 


■J0*,  ^W^</- 


THE   RETURN   HOME. 


1.  Condition — wagon — sad.  2.  In  front — rear — gone — 
end.  3.  Kim  —  large  piece — wheels — one — broken  out. 
4.  Spokes — left — but — hardly  anything.  5.  Went  back — 
picked  up — Jemmy — children — Bose.     6.  Hurt — screaming 


PART  III.]  NATURAL    HISTORY    AND   LANGUAGE.  83 

loudly — but — not  much.  7.  "Jump  out" — said — "did — 
for" — John?  8.  Said — " didnH" — Jemmy — "jump  out — 
humped  out."  9.  Large  bruise — quite — forehead.  10.  Hand- 
kerchief— head — children — wound —  around  —  cut  —  Ion  g 
cane — John.  11.  Home — then — started.  12.  Party — way 
— whole — shows — picture.  13.  Ahead — walking — John. 
14.  Angry — Bose.  15.  Wagon — walking — side — Jemmy- 
cane — helping  himself — along.  16.  Walking — side — Bose 
— Maggie.  17.  Hanging — Bose's — head — tail — very  low — 
very  slowly — walking.  18.  Trotting — like — not  feel — now. 
19.  Hero?  20.  Conquers — one  —  hero — who — something. 
21.  Not — John — temper — lost — angry — became.  22.  Not 
— Jemmy — orders — only — obeyed — wagon — humped  out. 
23.  Not — Bose — for — rabbit — not  catch.  24.  Hero — this 
time — spell — H-E-H-O-I-N-E ; — heart — somebody. 


LESSON  XIX. 

HOW  BOSE  LOST  HIS   DINNER,  AND   WAS  TURNED   OUT  OF  HIS 

OWN  HOME. 

1.  Picture — dog-kennel.  2.  Bose — home.  3.  Large — 
roomy — kennel.  4.  Small  window — upper  part — front — 
so  that — not  only — inside — room — plenty  of,  but — well  light- 
ed— house.  5.  Kennel — haunches — seated — Bose — front  of 
— thinking — seems.  6.  Boad — thinking — perhaps — lives — 
down — that  rabbit.  7.  Know  where — dinner — give — Bose. 
8.  Back  and  forth — front  of — Bose— Tom — cat — walking — 

and — tail — air — high.      9.  Every  time — Bose — passes — soft 

4* 


84 


NATURAL    HISTORY    AND    LANGUAGE.  [PART  HI. 


fur — rubs — Bose's  legs.  10.  Nose — Bose's — now  and  then 
— touches — tail — Tom's.  11.  Nose — of  course — tickles — 
paw — rub — puts  up.  12.  Sometimes — Tom's  tail — end — 
eyes — Bose's — gets.  13.  Winks  hard — one  side — head — 
a  little — turns — then.      14.  Thinking — busy — Tom — hardly 


THE    TWO   FRIENDS. 


sees — but — odd  ways — one  of — Tom's — most  likely — only 
— thinks — showing — feels  friendly.  15.  Why — never  un- 
derstand— Bose — tail— Tom — carry — straight  up — strange 
way.  16.  Bose  himself — worn  hair — carried  tail — curled. 
17.  True  way — thinks — wear  tails.     18.  Very  proud — Bose 


PART   III.]  NATURAL    HISTORY   AND    LANGUAGE. 


85 


— tail — I  think ;  at  any  rate — wags — great  deal.    19.  Believes 
— of  course — Tom — straight  tails — always — way — carried. 


LESSON  XX. 

THE  BASEST   INGRATITUDE. 


BASE   INGRATITUDE. 


1.  Haunches — Bose — Tom — both  seated — picture.  2.  Dog- 
house— plate — meat — in  front — piece — quite  large.  3.  Din- 
ner —  people  —  house  —  Bose's  —  brought  —  out.  4.  Tom 
- — nearer — Bose.  5.  On — tail — Tom's — ground — lies — neat- 
ly— curls — round — feet — Tom's — end.    6.  When — sits  down 


86  NATURAL   HISTORY  AND   LANGUAGE.  [PART  III. 

— way — often  places — tail — Tom — this.  7.  At  other  times 
— behind — straight  out — lets — lie.  8.  Such  times — way — 
always — stepped  on — day — dozen  times.  9.  As  Bose — can 
see  —  sits  down  —  tail  —  end  —  curls  up  —  ground — from. 

10.  Not  thinking — dinner — Bose — far  away — looking  at. 

11.  Perhaps — fox — Blue  Mountains — thinking  of — so  much 
— worried.  12.  Sprang — plate — all  at  once — Tom — meat 
— tree — nearest — seized — rushed  for.  13.  So  quickly — hard- 
ly see — go  —  tree  —  went  up.  14.  Astonished  —  grieved. 
15.  Many  and  many — shared — time — dinner — cat.  16.  Many 
and — Bose's  house — that  cat — mewing  round — cold  night — 
come — winter.  17.  Many — come  in — warm  bed — allowed 
— given — lie  on — Bose.  18.  Thought — these  things — all — 
indignant.     19.  Tree — rushed  for — sprang  to — feet. 


LESSON  XXI. 

BOSE  TRIES  TO  CLIMB  A  TREE,  AND  FAILS. 

1.  Tree — Tom — meat — mouth — piece — still  has.  2.  Foot 
of  tree — Bose — hind  legs — standing — forepaws — reaching — 
high  up.  3.  Could  climb — tree — how — wishes !  4.  Wishes 
— nails — claws !  5.  Then — quick — how — tree — would  go  ! 
6.  How  quick — come  down — Tom  !  7.  Yelped — whined — 
howled — barked.  8.  Tail — wagged — sometimes — seemed — 
tail — wag  him.  9.  Ground — away  from — now  and  then — 
went — tree — crouched  down.  10.  Then — tree — spring  up 
— rush  for.  11.  Eyes — fierce — Tom — fixed  on — watched — : 
every  movement — Bose — kept — green.      12.  At  last — no 


PART   III.]  NATURAL    HISTORY   AND   LANGUAGE. 


87 


use — found — Bose — barking- 


■not 


get  down — Tom.  13.  New  plan — 
try  —  thought.  14.  Tree  —  went 
out — branches — under — crouched 
down.      15.  Forepaws  —  in   front 

—  put  —  rested  —  head  —  asleep 

—  pretended.      16.  Tom   thought 

—  Bose  hoped  —  when  —  asleep  — 
come   down.      17.  "Dinner — then 

—  get  back" — thought  — .  18. 
Tired — asleep  and  dreaming — soon. 
19.  No  more  —  thought; — Tom  — 
stolen  dinner.  20.  His  plans  — 
Tom.  21.  Bose  —  comes  near  — 
tail — high  up — looks  down — Tom 

—  as  though  —  "  only — cat !"  22. 
Yexes — Tom — mind — made  up — 

Bose's  pride — take  down.     23. 
#T  "Fellow—  show—  other  ani- 
mals — ,"  said 


—  himself,  — 
"  world  —  dogs 

—  curly  tails." 


*y^MS$!«S 


BOSE  AT  THE  FOOT  OF  THE  TREE, 


24.  Thinking 
over  —  matter 
— puzzled — un- 
derstand —  all 
at  once — stop- 
ped barking. 


88 


NATUEAL    HISTOEY    AND    LANGUAGE.         [PART  III. 


BOSE  S   DREAM. 


PART  III.]  NATURAL   HISTORY   AND   LANGUAGE.  89 

bit — long  tail — curled  up.  6.  Fox — saw.  7.  Blue  Mount- 
ains— fox — not — lived.  8.  Fox — tail — very  long — curled 
up  too.  9.  Fox — rabbit — hind -legs — danced — stood  up — 
faces — Bose.  10.  Dream — saw — big  as  saucers — cat — eyes 
— horrible  looking.  11.  Long  tail — curled  wp  too.  12.  Ter- 
rible teeth — terrible  claws.  13.  Whiskers — long — Bose's 
tail — curled  up  too.  14.  Leaves — tree — curled  up.  15.  Place 
—  seemed — Bose — strange  animals — full.  16.  Shouted  - 
voice — "  wig -wag —  Simon !"  17.  Creatures — then — aL. 
tails — long,  curling — reached — wagged — clouds.  18.  Thun- 
dered— again — voice — "  down — Simon !"  19.  Sky — whole 
— rain  down — wriggling  tails — wound — body — poor  Bose's. 

20.  "  Oh  !"  —  Bose  —  "  sky  —  carried  up  —  moon  —  bark  ?" 

21.  Awoke — sprang — feet.     22.  All  over — cried  out — trem- 
bling— "  no  more — sleep." 


LESSON  XXIII. 

WHERE  IS  TOM? 

1.  Looked  around.  2.  Minute — where — not  remember. 
3.  Paw — rubbed — forehead — put  up.  4.  Not  far — piece — 
meat ; — not  feel — now  eating.  5.  Sick.  6.  Looked  up — tree. 
7.  ~No  Tom.  8.  Go  home — lie  down — kennel — thought. 
9.  Truth  is — tired — tree — piece — meat — mouth — Tom — stay- 
ing. 10.  Let  fall — hit — fairly — head.  11.  That — waked — 
what — dreadful  dream.  12.  Pan  for — as  soon  as — dropped 
— meat — sprang  from — home.  13.  Come — Bose — picture — 
kennel.  14.  See  Tom — door-way.  15.  Stopped — astonish- 
ed. 16.  Dream — cat — at  first — thought — looked  again — 
E 


90 


NATURAL    HISTORY   AND   LANGUAGE.  [PART  III. 


TOM,  THE   USURPER. 

Tom.  17.  Tail — up — several  inches.  18.  When — kennel — i 
tried — Bose — claws  out — paw — put  up — Tom.  19.  Needed 
no  one — tell — that  meant.  20.  Dinner — stolen — own  home 
— keep  out.  21.  Not  sick.  22.  Put  out — fellow — bag — 
baggage — mind — not  easy.  23.  Behind — ran — kennel — 
furiously — barked — not  start.  24.  Frightened  out — not — 
that  way.     25.  New  plan — thought  of — stopped — . 


• 


LESSON  XXIV. 

THE   SALLY. 

1.  Dog-house — picture  —  top  of.  2.  Up  and  down  — 
tramping — great  noise — making — roof — all — time — bark- 
ing. 3.  Plan  is — Tom  think — coming  clown — roof.  4.  Ken- 
nel— front  of — another  dog.     5.  Watch.     6.  Now  and  then 


PART  III.]  NATURAL    HISTORY   AND   LANGUAGE. 


91 


— some  distance — goes — Watch — away  from — house — rush- 
es np — then — furiously.  7.  Looks — rush  in — seize  Tom. 
8.  Careful — not  come — too  near — claws.  9.  Plan — make — 
believe — take  hold.  10.  Picture — great  leap — clean  over — 
head — Watch's.     11.  Bose— not  get  out — alone — when — 


THE    SALLY. 


road — down — found  Watch — friend — .  12.  Round  there — 
thought  —  knew  better  —  dogs  —  how — manage  — trouble- 
some cat — than  any — Watch.  13.  Bose  told — his  troubles 
— asked — help.  14.  Said — would.  15.  Reason — two  dogs 
• — picture.  16.  Bose — Watch — so  astonished — big  leap — 
not  move — out — sight.     IT.  As  Tom — Watch's  head — pass- 


92 


NATURAL    HISTORY   AND   LANGUAGE.  [PART  III. 


ing —  sound  —  voice  saying  —  "two  curly  tails  —  manage 
—  straight  tail !"  18.  Bose  —  Watch  —  Watch  —  Bose. 
19.  "After  him,"  said  Watch.  20.  "Let— go"— Bose  — 
"  let — eat — dinner." 


LESSON  XXV. 

A  JUDICIAL  INVESTIGATION". 


THE    CRIME. 


1.  Chicken — mouth, — Tom — running  off — can — as  fast. 
2.  Dark  place — means — carry  off — eat.  3.  So  fast — hen — 
running — mother — chicken's — Tom.  4.  Peeping  feebly — 
chicken.  5.  Neck — soon  choked — death — Tom — of  course. 
6.  Going  into — coming  out  of — habit — Tom — yard — pleased 


PAET  III.]  NATURAL    HISTOEY   AND   LANGUAGE. 


93 


— whenever.  7.  When — kitten — used  to  go — yard — straws 
- — run  after — about — wind — tossed.  8.  Played — chickens — 
sometimes — no  harm.  9.  Never  thought — so — hens — mean 
enough — cruel  enough — Tom — steal  chickens.  10.  Since — 
grown  up — softly — walked — so — seemed — quiet — gentle — 
liked — almost  as  wTell — hens — Bose.  11.  Yard — Bose — at 
the  time — caught — chicken — Tom.  12.  So  quick — done — 
not  time — Bose — think.  13.  See — astonished — looking — 
Bose.     14.  Time — think — Tom — stopped — of  course. 


LESSON  XXVI. 

THE    CONSULTATION. 


COURT-MARTIAL. 


1.  Actually — carry  off — seen — Tom — none — chicken — 
children.      2.  Seen — Bose — mouth — talk — could  not— tell. 


94  NATURAL    HISTORY   AND   LANGUAGE.  [PART  III. 

3.  Ears — eyes — tail — could  talk — only.  4.  Owned — Bessie 
— Tom — Maggie — chicken.  5.  Felt  sure — killed— missed — 
Tom — Maggie.  6.  Sure — so  good — so  cruel — cat — Tom — '■ 
Bessie — not  do — thing — felt.  7.  True  way — court — hold — 
John  said — chicken-stealing — murder — Tom — try.  8.  Truth 
— that  way — sure — find  out.  9.  Big  brother — ought — 
know.  10.  So — agreed — children.  11.  John — judge — hold 
court — right  off — poultry-yard.  12.  "Court — if — have — 
prisoner"  —  said  John.  13.  "Catch  —  somebody  —  Tom. 
14.  Mean — arrest — officer."  15.  Tried — officer — Jemmy. 
16.  Jemmy  said — bunvped- — rock — head — Bose — scratch — 
if — tried — hands — Tom — catch.  17.  So — refused.  18.  Felt 
sure — innocent — Bessie — Tom — offered — court — before. 


LESSON  XXVII. 

THE   TRIAL. 

1.  Together — court.  2.  Hen-coop — seated — John — judge. 
3.  Stick — hand — hen-coop — keep  order — rap.  4.  Haunches 
— one  side — hen-coop — seated — Bose — policeman.  5.  Oth- 
er side  —  Chicken-Little  ? — dignified.  6.  Little  behind  — 
standing  —  John — old  gobbler — red — face.  7.  Board — 
ground — in  front — arms — Bessie — Tom — hen-coop — seated. 
8.  Maggie — prisoner — accuse — near  by — defend — Bessie — 
can — as  well  as.  9.  In  front — Jemmy — John — hands  be- 
hind —  back  —  standing  —  one  side  —  Bessie.  10.  Hens 
—  chickens  —  outside  —  going  on  —  see  —  gathered  round. 
11.  Old  gander — looking — farther  off — Tom.      12.  Said — 


PART  ITI.]         NATURAL    HISTORY   AND   LANGUAGE. 


95 


'&=&*$■ 


U._ 


THE   TRIAL. 


"  open — court.  13.  Try  Tom — chicken-stealing — murder—- 
and — ."  14.  Moment — ground — wings — old  turkey — feath- 
ers— gobbled — loudly — purled  up — scraped.  15.  "  Court — ■ 
silence" — said — .  16.  "Proved — things — three.  17.  First, 
lost— chicken  ?  18.  Second,— killed  9  19.  Third— kill  it. 
20.  Prisoner — up  !" 


LESSOR  XXYIII. 

THE  SENTENCE. 

1.  "Stands  up,"  said  Bessie — "run  away."     2.  " Custody 
-keep — then — very  well — "  said  John.     3.  "Arms — lap — 


96 


NATUEAL   HISTORY  AND   LANGUAGE.  [PART  III. 


— keep  in — hasn't  got  any — hasn't  anything — "  said  Jem- 
my. 4.  Laughed — Maggie — .  5.  "  Court — no  levity — Mar- 
garet"— John — great — severity.  6.  "Case  — state — stand 
up;  chicken — lost?"  7.  "Have" — Maggie.  8.  "Know — 
how ?"— John.  9.  "Ten  yesterday— nine  to-day."  10.  "Set- 
tled— case — that  part;  lost — chicken" — John.    11.  "Killed 


THE   SENTENCE. 


— know — how  ?"  12.  "  Outside — feathers — poultry-yard  " — 
Maggie.  13.  "Settles — ; — killed — chicken.  14.  Question 
—  Tom — kill — next?  15.  Know — Jemmy  —  stand  up  — 
tell."  16.  "  Am—."  17.  "  Know— then— tell."  18.  "  Lick- 
ing— feathers — chops — saw"  —  Jemmy.  19.  "Settles — ; 
chicken-thief — murderer.     20.  Decides — Court — prisoner — 


PART   ni.]  NATURAL    HISTORY   AND   LANGUAGE. 


97- 


bag — put — delivered — tender  mercies — mothers — offspring 
— foully  murdered !"  21.  Judge — symbol — office — laid  aside 
— judgment-seat — left.  22.  Put  down — stick — means — got 
up — lien-coop — John.  23.  Struggle — picture  shows — carry- 
ing out — sentence — first  part.  21.  Shows,  too — spectators — 
poultry — not  so  many — picture — trial — as  in.  25.  Howling 
— scatter. 


LESSON  XXIX. 

THE   CRIMINAL  PUNISHED. 


THE   CRIMINAL   PUNISHED. 


1.  Horrible   caterwauling  —  putting  him  —  bag  —  while. 

2.  Whole  poultry-yard — tumult.      3.  Hands — badly  scratch- 

E2 


98  NATURAL    HISTORY   AND   LANGUAGE.  [PART  Til. 

ed — John  —  Maggie — safely  bagged — at  last — only — head 
out — leaving.  4.  Foul  sentence — must  think — Court — gave 
— Maggie  said.  5.  "  Maggie — stop  making — do  wish — mis- 
erable puns."  6.  Made  up — minds — poultry-yard — tied  up 
— bag — place  Tom — hens  peck — children.  7.  Not  danger — 
Maggie  asked — Tom's  eyes.  8.  Agreed — no  real  harm — 
John — Maggie — stand  by — Tom.  9.  All — time— softer — 
softer — Bessie's  heart.  10.  Picture — ground — bag — Tom. 
11.  Ear — hold — hen — pulling — very  hard.  12.  Pecking — 
bag — two  or  three — Tom's  body.  13.  Fearful  rage — Tom 
— not  use — claws — because — bag.  14.  Fair  play — hardly. 
15.  Handkerchief — begging  —  Bessie  —  holding  —  John  — 
Maggie — let  go.  16.  Country  places — way — cure — chicken- 
stealing. 


LESSON  XXX. 

TOM  AND  THE  TWO   OLD  RATS. 
A  TRAGEDY —THE  PROLOGUE. 

1.  Somebody — killed — tragedy — something — happens — 
dreadful.  2.  Haunches — one  paw  up.  3.  Somebody — seen 
—  pass  before — say — grasshopper — butterfly — paw  up — 
catch.  4.  Cannot  be — not  out — because — claws.  5.  Some 
one — nose — lighted — think — fly — paw — raised — brush — off. 
6.  Cannot  be — picture — man — made — any  fly  there.  7.  Oth- 
ers—  washing  face — Tom — think — paw — putting — beside 
the  other.  8.  If  so — sleepy — happy — Tom.  9.  Instead — 
much  excited.     10.  Truth  is— tragedy — ;  tragedies — talk — 


13. 


u 


PART  III.]  NATURAL    HISTORY   AND   LANGUAGE.  99 

lofty  way — gestures — make.     11.  Speech — making — only — 
paw — put  up — gesture.     12.  Here — speech — Tom. 

My  name  is  Tom  :  some  birds  to  seize  I  tried — 
Some  chickens  killed ;  the  hens  my  ears  did  pull. 
JSTow  good  I  mean  to  be,  and  rats  will  catch ; 
My  peace  they  vex,  my  comfort  take  away, 
No  sleep,  no  rest  I  get,  by  night  or  day. 
A  place,  a  room,  I  know — a  good  one  too — 
'Tis  there  I'll  patient  wait  a  deed  to  do." 


TOM   SPEAKING   THE   PROLOGUE. 


14.  Anybody — see — means — hero— so — people — tragedies- 
talks.     15.  Soon  see — stage — play  hero — tragedy. 


100 


NATURAL   HISTORY   AND   LANGUAGE.  [PART  III. 


Act  L 


LESSON  XXXI. 

THE    TRAGEDY   OPENS. 


Scene  1. 


THE   RUBBISH-ROOM. 


1.  Lumber-room.  2.  All  sorts — here.  3.  One  part — bar« 
rels — empty — filled — rubbish.  4.  One — bottles — tomato- 
cans — I  see — empty.  5.  Flour — another — empty — flour — 
bottom — sides — left.  6.  One — top — straw — sticking  out — ; 
suppose — grain — some  kind.  1.  Place — boots — see.  8.  Ly- 
ing —  sides  —  most  —  upright  —  left  standing  —  one — two. 
9.  Shelf — one  side — bottles — cans.  10.  Parts — different — 
room — holes — through  which — number — come  in — go  out. 
11.  Plans — catch — rat — laid.  12.  To-day — sat  down — watch 
— scrambled  up.  13.  Not  wait — long.  14.  Picture — both 
going — speed — running  after.     15.  Think — Tom's  looks — • 


PART  III.]  NATURAL    HISTORY   AND   LANGUAGE. 


101 


catching — feels  sure.  16.  Here — said.  17.  Tom :  "  Ah !  — 
fellow— have."  18.  Old  Eat:  "  Catch—first.  19.  Call- 
cat —  ;  overgrown — only !"  20.  Desperate  spring — whisked 
— lost. 


21.  "  Late  !"— growled- 


Act  II. 


LESSON  XXXII. 

ENTER  TOM. 


Scene  1. 


EXPECTANCY. 


1.  Rat -hole — here — front  of  —  crouching  down.  2.  Go 
down — hole — by-and-by — expects — come  up.  3.  Watch — 
means — hole— shows  himself — then — catch.  4.  Other  side 
— two  rat-holes — front  of — rat.  5.  Both — Tom.  6.  Not 
hear — so  softly — came  up.  7.  One — haunches — paws — one 
— nose — resting  on.  8.  Paw — small — cannot  see — looks — 
one  claw — nose — resting  on.     9.  Moving — slowly — up  and 


102 


NATURAL    HISTORY    AND   LANGUAGE.  [PART  III. 


down  —  seems  —  other  claws.  10.  May  be  —  paw — lips — ■ 
warm — not — noise — -disturb  Tom.  11.  May  be — itches — 
scratching  — .  12.  If  so  —  small  place — itch  —  because  — 
one  claw  —  using.     13.  Say  —  some  one — now  —  "  making 

sport — ."  14.  If  so — 
wrong  thing  —  trag- 
edy—  make    sport. 

15.  Call— Joe— Tim. 

16.  Joe:  "What  — 
thing  —  rat -hole, 
Tim?"  17.  Tim: 
"  Think— cat— call." 

18.  Joe:  "  Think  — 
catch — down — hole?" 

19.  Both  rats — paws 
up — squeaked — faces 
— low  tone. 


LESSON  XXXIII. 

THE  CRISIS. 
AotIII.        ENTER  TOM.— EXIT  RAT.        Scene  1. 

1.  Tragedy — something  dreadful — 
always  happens — third  Act.  2.  This 
tragedy — to  see — dreadful  sight.  3. 
Sleeps  —  day-time  —  nights — prowls 
around.  4.  When — best  bed — house 
— sleep — lies  down — wishes.     5.  Lately — taking — daily  nap 


ENTER   TOM. EXIT   RAT. 


PART  III.]  NATURAL    HISTORY   AND   LANGUAGE.  103 

—  two  old  rats  —  troubled.  6.  While  —  quietly  —  one  — 
gnaw — board — inside — wall — room — sleeping.  7.  Tom — 
jump  up — run — that  side.  8.  Trying — find  out — noise — 
old  rat — begin — gnaw — other  side.  9.  Running — one  side 
— other — old  rats — Tom.  10.  These  things — very  much — 
worry — deprive — needed  rest.  11.  Tom — shelf — placed — 
himself — morning, — mind — made  up — harrowing,  dread- 
ful tragedy — room — very.  12.  "  Shriek — terror!  blood — 
torrents  —  spout !"  Tom  —  voice  —  deep  —  said  —  tragic. 
13.  "  Deed — do — hair — make — stand — end — heads — rats — 
hear."  14.  Tom — way — spoke — talk — people — tragedies 
— books — buy — five  cents.  15.  Flour-barrel — picture — in- 
side— half — outside — half.  16.  Great  leap — shelf — just 
made — barrel.  17.  Running  out — hole — side — bottom — 
rat.  18.  Tom — hole — not  know.  19.  Here — jumped — said. 
20.  Tom:  "  Now— miserable  long  tailed— !"  21.  Old  Rat : 
"  Catch  —  first  —  Long  Whiskers."  22.  With  — jumped  — 
hole. 


LESSON  XXXIV. 

Act  III.  SOMETHING    DKEADFUL!  Scene  2. 

1.  Picture — two  parts.  2.  One  part — looked — Tom — ex- 
actly— flour-barrel — came  out.  3.  Fur — flour — hardly  see — 
eyes.  4.  Bottom — struck — head — straight— pile.  5.  Stuck 
■ — head — flour— damp — eyes.  6.  Poor  Tom  ! — fur — all  day 
— clean — besides — not  catch.  7.  Other  part — rats — Joe — 
Tim — private  room — under — floor.  8.  Back — Joe — paws 
up — air.    9.  Haunches — Tim — buried — forepaws.    10.  Both 


104 


NATURAL    HISTORY    AND   LANGUAGE.         [PART  III. 


— peep — been  up — rat-hole. 
Some  persons  —  think — Joe- 
pain — stomach — agony — 
floor — rolling.     12.  Others 
—  Tim  —  misfortune 
— weeping-  -.    13.- 
Such  —  not    un 
derstand  — 
picture.   14 
Here 
15 
"  Been 


up  —  green- 
eyed  cat?"  16. 
Tim:  "In — bar- 
rel—  sprawling 
down.  17.  Big  fool 
— got  into — outside 
—  climbing  !  18. 
Not  know — hole — 
side — gnawed."  19. 
Then — squeaked — rats — way — sounded — laughing — ;  but — ■ 
tragedy — laughs — nobody.     20.  Something  dreadful — face. 


CAT   AND   FLOUR. 


PART  HI.]  NATURAL    HISTORY   AND   LANGUAGE. 

LESSON  XXXY. 

Aot  IV.  TOM  ENTERS  A  BOOT. 


105 


TOM   ENTERS   A   BOOT. 


1.  Boot-leg — half — body — head  —  inside.  2.  Place — ■ 
morning — shelf — watched — hole — one — rats.  3.  When — 
appeared — waited — felt  sure — great  spring.  4.  Ran — ran — 
rat.  5.  Thought — boot — rat  run — went — .  6.  Good  time 
— hole — picture — room — can  see.  7.  Hind-legs — pushing 
— might — head — boot — .  8.  No  rat — lost — game.  9.  Head 
out — boot — sure — felt  —  toe  —  near.  10.  Truth  —  large  — 
young.  11.  Not  easy — old  rats — catch.  12.  What — say — 
Tom — trying — boot — get?     13.  Not  easy — tell; — head  — 


106 


NATURAL    HISTORY   AND   LANGUAGE.  [PART  HI. 


boot-leg,  —  heard — muffled  sounds — only.  14.  No  doubt 
— felt,  "  Let — clutch — tear — heart-strings  !"  15.  Fierce  ex- 
pression,—  Tom  —  fierce  animal;  besides,  —  hero  —  trag- 
edy.     16.  Plenty — expressions — five-cent ; — cats — not  use. 

17.  "  Man — picture — "  somebody — say,  "  why- — let — catch  V 

18.  Spoiled — tragedy.     19.  Must  have — Acts — five — fourth. 


LESSON  XXXYI. 

THE  CATASTROPHE. 


ifflPPn 


THE   CATASTROPHE. 


— not  catch — be- 
cause— ; — calm — 
serene — how !  4. 
Never.  5.  Some- 
times — canary — 
makes  faces — ; — 
sober — serious — 
now.  6.  Say  — 
some    persons  — 


PART   III.]         NATURAL    HISTORY   AND   LANGUAGE.  107 

tragedy — not  be — .  7.  Not  sorry.  8.  Weep — howl — tear — 
fur.  9.  Killed — nobody— not — rat.  10.  Not  understand. 
11.  Hopes — boot.  12.  Dead.  13.  Never.  14.  Dead — dead- 
est— dead  things.  15.  Feel  bad.  16.  Funny  part — are  dead 
— not  know.  17.  Tragedy; — calamity — come — hero — not 
know.  18.  Look  carefully — Joe — Tim — old  rats — peeping 
out — back — behind.  19.  Paws  up — faces — keep  back — as 
though.  20.  Tears  %  21.  Black.  22.  Mourning — dead  hopes 
— think?  23.  Laughing — comedy — perhaps — ;■ — not  mis- 
taken— old  rats — real  tragedy — by-and-by — take  part. 


PAET  IV. 


LESSON  I. 

BOSE  BECOMES  A  HERO. 


,'"Nf\ 


1.  Small  pond — pict- 
ure. 2.  Not  very  deep — black 
— muddy — water — bottom.  3. 
Leaves — two — floating — kinds 
— lilies.     4.  Boys — lily  pads. 

5.  One  kind — other — larger. 

6.  Water  plant — kind — yellow 
flower.  7.  Not  pretty  — .  8.  Leaves — other — pond -lily 
—  belong.  9.  Flower  —  this  kind  —  very  pretty  indeed. 
10.  Boat  —  picture — shore  —  partly  up  —  fastened — chain. 


THE    WATER-LILIES. 


PART   IV.]  NATURAL    HISTORY   AND   LANGUAGE.  109 

11.  Owner — poud — belong — boat — both  —  poultry-yard. 

12.  Play — children — shore — come  down.  13.  Bose — goes. 
14.  Likely — go  anywhere — ready — sport — if.  15.  Amuse 
themselves  —  often  —  Bose  —  sticks  —  throwing  —  water. 
16.  Willing — after — Bose — always.  17.  Come  down — just 
—John,  Jemmy — Bose — pond.  18.  Water — Bose — swim- 
ming— stick — mouth — shore.  19.  Comes  out — plenty — 
room — because — dry  his  hair — water — shaking — pretty  sure 
— if — out — way.  20.  Jemmy — not  like  —  love — mother 
— pets — flowers.  21.  Wild  flowers — nosegay — mother — 
gathers. 


LESSON  II. 

"BOSE,  TRIM  THE  BOAT!" 

1.  Lilies — wanted — Jemmy — John — asked — get.  2.  Now 
— launched — short  distance — shore.  3.  Small  platform  — 
almost  even — top — stern — sides — built  up.  4.  Haunches — 
Bose — place — platform.  5.  Stern — tail — over — sticks  out 
— like — rudder.      6.  No  oars — long  sticks — push — boat. 

7.  Not  easy — stick — pull  out — Jemmy — bottom — pushed. 

8.  Little  way — water — long  ripple — surface.  9.  Eagerly — 
ripple — Bose.  10.  Musquash — knows  well — pushing — way 
— lily  steins — nose — Bose.  11.  Wishes — musquash — Bose 
—  go  after.  12.  Called  out — "boat — trim — reef — tail" — 
John.  13.  Platform  —  sitting  —  one  side.  14.  Tipped. 
15.  "Care — "  John — Jemmy — shouted.  16.  Moment  — 
heard — splash.  17.  Trying — lily  —  reach — bottom — over- 
board— Jemmy — sunk.     18.  Leaning — too  far — saw — John 


"-      iiliJ      -£' 


"  BOSE,  TRIM    THE    BOAT  !" 


PART   IV.]  NATURAL    HISTOEY   AND   LANGUAGE. 


Ill 


— save — jumped — too  late.     19.  Balance — reaching  out — 
lost — overboard  also.  ■ 


LESSON  III. 

"  OH !    BOSIE,  GOOD   DOG,  SWIM  HARD  AND   SWIM  FAST." 

1.  All— water.     2. 

Overboard  —  as  — 

John — time — one 

word — call  out — 

"Bose!"     3.  Instant 

— great  spring — lit- 


BOSE   RESCUES  JEMMY. 


tie  platform — water — plunged — seized  Jemmy — sinking — 
second  time.  4.  Top — almost  quicker — brought — water — 
think.  5.  Overboard — John  went — when — great  spring — 
Bose — boat — bottom  up — tipped  over.  6.  Struggled — John 
— some  part — take  hold — tried — find — boat.  7.  When  — 
came  near — Bose — seized  hold — collar.  8.  Face — water — 
still.     9,  Help  Bose — tried — keep  out — no  use — Bose  un- 


112 


NATURAL    HISTORY   AND   LANGUAGE.  [PART   IV. 


der.  10.  Poor  John  ! — do?  neither — could  swim.  11.  Last 
— slipped  behind — Bose's  tail.  12.  Very  tail — sport  of — 
so  much.  13.  "Oh!  swim — fast  —  good  dog — ,"  moaned. 
14.  Did  swim — .  15.  Soon — feet — bottom.  16.  Weak — 
sick — trembled.  17.  Helped  Bose — then — staggered — shore 
— sat  down.  18.  Still — moment — white  face — whined  pite- 
ously.  19.  "  Bun— father !"  20.  Bun— did.  21.  Grass- 
not  time — feet. 


LESSON  IV. 

"WHAT  IS  THE  MATTER  WITH  THE   DOG?" 

:ir— ^ 


"  WHAT    IS    THE    MATTER  WITH    THE    DOG  ? 


1.  House — came — when — door  shut.      2.  Study — round 
-  window.      3.  Open.      4.  Great   leap  —  window  —  went. 


PART   IV.]  NATURAL    HISTORY   AND   LANGUAGE.  113 

5.  Reading — table — sitting.  6.  Tom — sofa — asleep.  7.  Bose 
pr  picture  — window — through  —  coming.  8.  Feet — has 
sprung — saying — "  What — matter — dog  ? — mad  ?"  9.  Sofa 
— hunched  up — Tom.  10.  Shining  eyes — fur — stands  out. 
11.  Jumped, — flower — vase — recess, — window — broke — tip- 
ped— chair.  12.  Coat — pulled — seized — tore.  13.  White 
—  face  —  grew.  14.  "  Mother !  —  children  ?"  —  shouted. 
15.  Not  wait — answer — rushed — door.  16.  Full  speed — 
lily-pond — Bose — father.  17.  Times — coat — pulled — two — 
three.  18.  Run  faster — wanted.  19.  Shore — pond — soon. 
20.  White  face — Jemmy.  21.  Stooped  down — breathed. 
22.  Sobbing— heart — break.  23.  "  Not  cry— live."  24.  Jem- 
my— arms — father.     25.  Bose — John — after. 


LESSON  Y. 

"BOSE,  YOU  ARE  A  HERO!" 

1.  House  —  back  —  when— -  dry  clothes — John.  2.  Wet 
clothes — Jemmy — off — bed.  3.  After — good  sleep — said — 
father  —  all  right.  4.  While  —  library —  after.  5.  Yase  — 
chair — overturned — broken — flowers.  6.  "  Call " — father. 
7.  Stood — came — door — moment.  8.  Shy — never — because 
— allowed.  9.  Picture — father — chair — sitting.  10.  Stand- 
ing  —  mother  —  children  —  near.  11.  "  Come  —  "  father. 
12.  Came  forward — knee — head — Bose.  13.  Patted — head 
— softly.  14.  "Noble  dog — real  hero."  15.  Yoice  trem- 
bled— .  16.  Looked  up — face.  17.  Not  understand — meant 
—  calling — .hero.  18.  Never  patted  —  before.  19.  Real 
honor — that.     20.  Library — door — opened — days  after; — 


114 


NATURAL   HISTORY  AND   LANGUAGE.         [PART  IV. 


BOSK,  YOU   ARE   A   HERO  !" 


children.  21.  Father — sofa — fast  asleep.  22.  Curled  up- 
floor — Bose — fast  asleep,  too.  •  23.  Hand — resting — head- 
stretched  out.     24.  Door — softly. 


LESSON  YI. 

BOSE  DOES  NOT  WIPE  HIS  FEET  ON  THE  MAT. 

1.  Never  learn — feet  —  mat.  2.  House — muddy  feet  — 
often.  3.  Not  like — mother — often — "straight  out— feet — 
muddy — Bose."  4.  Always.  5.  Lily-pond — trouble — after 
— came — door — say, "  Bose  " .  6.  Then — stop.  7.  Nev- 
er— one  word — farther.      8.  Kemember — somehow — some- 


PAUT   IV.]  NATURAL   HISTOEY   AND   LANGUAGE. 


115 


thing.  9.  Children — amused.  10.  One  day — yard — play- 
ing,—  door  —  Bose.  11.  Mother  —  brush  —  rubbing  off  — 
feet — dirt — saw — children.  12.  Came  in.  13.  Chair — pict- 
ure— sitting — mother.  14.  Head — Bose — placed — lap — face 
— looking  up.      15.  Head  softly — stroking.     16.  Jemmy — 


BOSE   DOES   NOT   WIPE    HIS   FEET   ON    THE    MAT. 


come  in — just — looking — mother.  17.  Asked- — eyes — any- 
thing. 18.  Full — water.  19.  Very  tender — eye — mother 
said — anything — almost — tears  come.  20.  Nobody — after 
— "Bose — straight  out."     21.  "Wet — wants — out  of  doors — 

come  in — low  bark.     22.  Motlier — out — feet. 

1* 


116 


NATURAL    HISTORY   AND   LANGUAGE.  [PAET   IV. 


LESSON  VII. 

BOSE  IS  INVITED  TO  DINNER. 


BOSE   AT   DINNER. 


1.  Shows — whole  family — dinner — picture.  2.  Chair — 
Bose  —  sitting  —  right  —  father.  3.  Given  up — to-day  — 
John's  seat — Bose.  4.  Chair— asked — John — table — Bose 
— father.  5.  Said — two  lives — saved — so — hero — invited 
—  ought  —  dinner.  6.  Member  —  family  —  said  —  rights. 
7.  Smiled — no  objection — mother  willing.  8.  So — Bose — 
place — rest — opposite  side — seat — honor — John.  9.  Rounds 
• — chair — stuck  out — tail — passed  by — Jemmy — light  pull. 
10.  Bose — astonished  —  take — liberty — Jemmy.     11.  Got 


PART  IV.]  NATURAL    HISTORY   AND   LANGUAGE.  117 

along — dinner.  12.  So  short — notice — not  time — "com- 
pany manners" — learn.  13.  Warm — day — mouth  open — 
tongue  out.  14.  "Mother" — father — "afraid — spoil — pet- 
ting." 15.  Smiled — children — each  other.  16.  Thinking — 
library.    17.  Hero — no  higher — tail — before. 


LESSON  Till. 

BOSE'S    MEMORIAL. 


- 


bose's  memorial. 


1.  Children — lily-pond — shore — picture.     2.  Yery  spot — 
large  pile — Jemmy  out — stones.     3.  Memorial — John  said 


118  NATURAL   HISTORY   AND   LANGUAGE.  [PART  IV. 

— Bose  ought — so — children — pile — built  up.  4.  Leap — 
right  over.  5.  Finished — children — memorial — pointed  to 
— John — told  Bose — what — for.  6.  Thought — jump  over 
—  Bose  —  did.  7.  "Shame  —  jump  over  —  memorial!"  — 
not  ashamed.  8.  Not  far — pile — column — marble — tall. 
9.  Bronze  dog — top.  10.  Side — dog's  tail,  curled.  11.  Above 
— wreath.  12.  Below — woodchuck — hind-legs.  13.  Pict- 
ure— copy — John.  14.  Bronze  dog — Bose — tail — Bose's. 
15.  Wreath — top — tail — supposed.  16.  Showed — father — 
picture  —  have  —  copy  —  white  marble — "  ship  came  — ." 
17.  Smiled  —  picture  —  easier  —  make  —  marble.  18.  So — 
"ship— sailing" — all  see — shore — marble  column — tall — 
bronze  dog — tail  crowned — side — rampant — below — wood- 
chuck.  19.  Way — John  says — like  to — coming  at — Bose. 
20.  Not  think — able — Bose — juinp  over. 


LESSON  IX. 

THE  HUNTSMAN  HUNTED. 

1.  Picture — fox — Blue  Mountains — lives  up.  2.  Home — 
out  all  night  —  return.  3.  Morning — early.  4.  Entrance 
— dark  hole — rocks — den — burrow.  5.  Examine  carefully 
— find — two  holes,  most  likely.  6.  Dig  out — one — go  out 
— other — slyly.  7.  Chicken — mouth — stole — poultry-yard. 
8.  Kind — red  fox — called.  9.  Fur — long.  10.  Reddish  yel- 
low— color — back — sides.  11.  Long — bushy — tail — wind — 
so  limber — nose — lies  down — when.  12.  Feet — ears — 
black  hair.     13.  Toes  —  same  number  —  dog  —  more  hair. 


PART   IV.]  NATURAL  HISTORY   AND   LANGUAGE. 


119 


14.  Nose — more  pointed — brighter — keen- 
er— dog's — eyes.  15.  Sly — cunning.  16. 
Eyes  —  pupils  —  not  round  —  dog's.  17. 
Strong  light  —  turned  —  flattened  —  cat's. 
18.  Like  —  see  well — -dark  —  hunting  — 
night. 


LESSON  X. 

SCORE  ONE  FOR  TOM. 

1.  Low  shed — picture — open 


one   side  —  poultry 


RETURN   OF   THE    SPOILER. 

2* 


120 


NATURAL   HISTORY   AND  LANGUAGE.         [PAET  IV. 


yard  —  outside  — 
built  up.  2.  Shel- 
ter sheep — own- 


SCORE   ONE   FOR  TOM. 


er — put  up-.-storm. 
3.  Mouth — chicken 

—  Tom  —  top  —  stand- 
ing.    4.  Fierce  —  looks 

—  not  going — eat.  5. 
Below — lumber  — pile. 
6.  Sharp  nose  —  keen 
eyes — fox — end  —  pile 

— seen.  7.  Fox — Blue  Mountains.  8.  Chicken— wandered 
out — yesterday  morning — caught — yard — carried — off — 
home — mountains.  9.  This  morning — another.  10.  Field 
— Tom — prowling.  11.  Hens — perch — leave — early — ev- 
erybody knows.  12.  Old  hen's — strayed  away — mother — 
Master  Fox — chicken — made  up — mind.  1 3.  Crept  slyly — 
ready — spring.  14.  Saw — sprang — seized — Tom — clean  leap 
— shed — now — chicken.  15.  Peeping  feebly — not  hurt. 
16.  Old  hen — going  to  kill — over  fence — save.  17.  Puffed 
up — distress — walking  about.  18.  Ban  away — breakfast — - 
lost.     19.  Think— Tom— hero  \ 


PART   IY.]  NATURAL    HISTORY   AND   LANGUAGE. 


121 


LESSOR  XI. 

THE   FOX-TRAP. 

1.  Picture — set — steel-trap — double  spring.  2.  Five  parts 
— trap.  3.  Springs — steel — jaws — press — together.  4.  Iron 
—  broad  piece  —  pan.  5.  Piece  —  iron  —  pan  —  placed — 
tongue.  6.  Other  end — tongue — catch.  7.  Animal — pan — 
steps — presses — down — lets  loose — catch.     8.  Then — jaws 


THE   FOX-TRAP. 


— together — snap — springs — leg — caught — animal.     9.  Trap 

— fastened — chain.     10.  Complete — trap — wood — piece — 

chain — fastened — clog.     11.  Cunning  —  fox  —  catch — not 

easy — trap.     12.  Sense— smell — keen — not  touch — recently 

handled.     13.  Various  ways — hunters  contrive — concealing 
F2 


122 


NATUBAL    HISTORY    AND   LANGUAGE.  [PAKT   IV. 


—  hands  —  scent.  14.  Trap  —  boil  —  weak  lye — grease — ■ 
thoroughly — smoke — hen's  feathers — burnt.  15.  Ready — - 
use.  16.  After — prepared — setting — buckskin  gloves — bare 
hand — touch — never  allows.  17.  "  Bed — "  three  feet — chaff 
covered — deep — two  inches. 


LESSON  XII. 

HE   NEARS   HIS  FATE. 


NEARING   HIS   FATE. 


1.  Father — must — caught — fox.     2.  Fox — hen-hawk  — 
owl — chicken — gets — day — almost.      3.  Got  ready — fox — 


PART   IV.]  STATURAL    HISTORY   AKD   LANGUAGE.  123 

John — father.  4.  First — chaff.  5.  Roasted  meat — in  and 
around — chaff.  6.  Fox — night — eat.  7.  Two — three — same 
— did.  8.  Trap — set — chaff — covered.  9.  Here — there — in 
— around — chaff — pieces — meat.  10.  Some — pan — near. 
11.  Grass  —  not  trampled.  12.  Next  night  —  meat  —  fox 
came.  13.  Picture — slowly — carefully — trap — set.  14.  Bed 
— crouched  down — carefully  around — acting — cat — after — 
game.  15.  Meat  outside — first.  16.  On — chaff — weight — 
pan.  17.  Jaws  —  loose  —  instant  —  together  —  loud  snap. 
18.  Caught — fox.  19.  Gnaw  off — move  trap.  20.  Home — 
started — trap — clog — after.     21.  Cruel — catch — game. 


LESSON  XIII. 

WHAT  SHALL  BE  DONE  WITH  THE  PROWLER? 

1.  Father,  John,  Maggie  —  Bose — fox  —  caught.  2.  Not 
find — trap — chaff — look  round — become.  3.  Way  off — 
slowly — object.  4.  Going  near — fox  pulling.  5.  Came  up 
— dead.  6.  Eyes — shut — not  move.  7.  Out — take — John 
— father  stopped.  8.  "Wait — not  think — dead — tricks." 
9.  Sure— opened— little  while.  10.  John— kill.  11.  "  Oh, 
—  what  harm  —  you?"  12.  "  Chickens  —  kills  —  "  John. 
13.  Eager — Bose — rush  in — finish — but — collar — Maggie — 
seized — said — "kill — fox — dog — not  my."  14.  Looked — 
d  ropped — quiet  —  tail.  15.  Way — girls  —  cruel  en  ough  — ■ 
faint — see  blood.  16.  Smiled— father.  17.  Fox — home — 
John — hen-coop.     18.  Tame — meant.      19.  Wild  animals — 


12± 


NATURAL   HISTORY  AND   LANGUAGE.  [PART   IV. 


CAUGHT   AT   LAST. 


not  easy  —  tame.     20.  Night — hole — off.     21.  No  more 
poultry-yard. 


LESSON  XIY. 

THE   TWO   HUNTERS. 

1.  A  hunting  — Bose  —  John  —  ready.  2.  Cross-bow  — 
shoulder.  3.  Steel — arrow — send — force.  4.  Safer  weapon 
— boy-— gun — father  thought.  5.  Leather  belt — waist — 
quiver—  arrows — belt.  6.  Leggings — buttons — row — fast- 
ened. 7.  Clothes — torn — leggings — keep — bushes — bram- 
bles. 8.  No  gun — no  cross-bow — good  teeth — legs — four. 
9.  Pretty  fast — but  not.     10.  Not — fast — rabbit — catch— 


PART   IV.]  NATURAL   HISTORY   AND   LANGUAGE. 


125 


fox — still — dog — hunting — good.  11.  Partridge — game 
bird  —  handsomely  —  tree  —  bark  —  stop  —  time  —  knows 
enough.  12.  So  happy — going — John — antics — all  sorts — 
performed.     13.  Down — lay — over — rolled.     14.  Fore-paws 


THE   WEAPONS. 


— shoulders — jumped  up.  15.  Knees — hands — bent  over — 
Bose — clean  leap — never  touched.  16.  Forgot — tail — car- 
ries. 17.  Useful— feet — almost — at  any — uses — much — al- 
most.    18.  Picture — full  speed — circle. 


LESSOJST  XV. 

BOSE  CALLS  UPON  A  WOODCHUCK— HE  IS  NOT  AT  HOME. 

1.  Hunting-ground  —  while  —  unused  —  ways  —  all  sorts 
—  going.  2.  Fences  —  stone  walls — jumped  over  —  little 
birds — ran  races.  3.  Beat — always — race — no  difference. 
4.  Pleasure — barking — running.     5.  Little  cat-bird.     6„  Gat- 


126 


NATURAL    HISTORY   AND   LANGUAGE  [PART   IV. 


bird — up — tree — noise  sounded — cat — mewing. 
7.  Stopped — moment.      8.  Dream-cat — dreadful. 
9.  Terrible  creature — mere  thought — tail — several 
inches — pulled  down.     10.  Bird — saw — 

noise  —  felt   better. 


BOSE   AT   WOODCHUCK'S   HOLE. 


woodchuck's —  picture.  12.  At  once — began — woodchuck 
— dig  out.  13.  Paws — fly — fairly.  14.  Right — left — back 
— over — dirt — flung.  15.  Eyes,  nose,  mouth.  16.  Hole — 
small  tree — foot.  17.  Root — hold — in — way — Bose.  18. 
Grunting — might — growling — pulling.  19.  Just  come — 
John.  20.  "  Doing — hole  " — said — .  21.  "  No  woodchuck — 
six  months."  22.  Stopped — looked — astonished.  23.  Sure 
— smelled — woodchuck. 


PART   IV.]  NATURAL    HISTORY   AND   LANGUAGE. 


127 


LESSON  XYI. 

BOSE  TRIES  TO  CROSS  A  BRIDGE,  AND  STOPS  IN  THE  MIDDLE. 


BOSE   TRIES   TO   CROSS   THE    BRIDGE. 

1.  Small  brook.  2.  Small  tree — branches — trimmed  — 
bank — other — extends.  3.  Squirrel — one — banks — ran  after 
— Bose — near — saw.  4.  Get  away — pole— ran — other  shore 
— squirrel.  5.  Tried — follow.  6.  Unsteady — heavy — walk 
— started — pole.  7.  One  way — the  other — half  across  — 
pole — turn — began.  8.  Go  back.  9.  Not  turn — all — feet — 
together — unless.  10.  No  room.  11.  Puzzled.  12.  For- 
ward— afraid — not — back.  13.  Called — turn  round — foot- 
hold— lost.  14.  Save — down — tried — went.  15.  Half-way 
— water — pole  —  shows.  16.  Not  take  —  distance  —  rest. 
17.  Water — not  deep — mud.  18.  Blue  mud — scrambled  out 
— as  quick — stood — covered — shore.  19.  Came  up — "Oh, 
— dirty  dog!"      20.  Half — mind — shoulders — paws — kiss. 


128 


NATUKAL    HISTORY   AND   LANGUAGE.  [PART  IV. 


21.  Ashamed — head  down.     22.  Looked — wagged — slowly. 
23.  "  Go — scrape."     24.  Grass — scraped  himself. 


LESSON  XVII. 

AN  UNEXPECTED  VISITOR. 


te£ 


QUAIL   AND   YOUNG. 


1.  At  last  —  hunting-ground — place — come — wishes  — 
John — cross-bow — try.  2.  Rough  pasture — here — there — 
ground — covered — bushes — small  trees — piece.  3.  Shoot — 
quail.  4.  Mother  quail  —  just  come  —  family.  5.  Little 
quail  —  clump  —  hide  —  bushes  —  running.  6.  Distress  — 
seems — mother.     7.  Pretends — lame — fluttering — John  — 


PART   IV.]  NATURAL    HISTORY   AND   LANGUAGE. 


129 


front — along — wings — ground — beating.  8.  Lead — clump 
- — away — bushes — wishes  —  young — going.  9.  Wounded 
—thought  —  easy  —  catch.  10.  Mother  —  ran  after  —  left 
* — young.  11.  Faster  John  —  faster  —  quail.  12.  Gone 
—  bushes  —  some  distance  —  flew  away  —  spread  —  wings. 
13.  Danger — out  of — bird's  way.  14.  Young  quail — wanted 
—catch — carry — home — if — not  tame.  15.  Back — find  one. 
16.  Small — felt  sure — catch — one.  17.  Searched — could — 
bushes — quail — not  find.     18.  There — carefully  hid. 


LESSON  XVIII. 

I  SHOT  HIM  WITH  MY  CROSS-BOW. 
1.  Here — larger  picture — quail.     2.  By  the  side — quail's 


quail's  foot. 


130  NATURAL    HISTORY   AND   LANGUAGE.  [PART   IV. 

leg — foot.  3.  Very  pretty  bird — delicate  foot.  4.  Claws — 
not — blunt — hen's  claws — can  see.  5.  Ought  not — called 
— quail.  6.  Real  name — Virginia  partridge.  7.  Morning 
—  evening — whistling  noise  —  sounds  like  "Bob  White." 
8.  Some  people — noise  sounds  like  "More  wet."  9.  Some 
boys  learn — whistle — nearly  like — sound  made — bird — 
hardly  tell — difference.  10.  Many  trials — near  enough — 
John — get — shot — killed.  11.  Suppose — Margaret — said — 
John — shot — arrow — bird  happened — come  along — hit.  12. 
Bose — picked  up — ran — bird — brought — John.  13.  Went 
back — arrow.  14.  Winter — sometimes — so  tame — come  to 
— quails — farm -yards — corn — other  grain — poultry.  15. 
So  many  quail — good  place— thought — snare. 


LESSON  XIX. 

THE    QUAIL   SNARE. 

1.  Picture — snare — made — John — catch  quails.  2.  First 
— four  pointed  sticks — earth — square — form — tied — string 
— sticks — around — foot — ground.  3.  Next — long  hairs — 
tail — horse — three — twisted — together.  4.  Loop — end — 
horse-hair  string — other  end — passed — loop.  5.  Slip-knot. 
6.  Quite  a  number.  7.  Tied  two — string — each  side  — 
square.  8.  Slip-knot — lower  part — raised — ground — little 
— spread  out — shape — circle — almost.  9.  Handful — corn — 
few  kernels — straight  line — outside — square — slip-knot- 
front.  10.  Next — scattered — inside — square.  11.  Kernel 
by  kernel — pick  up — outside.     12.  Walks  along — pick  up — ; 


PART   IVJ  NATURAL    HISTORY   AND   LANGUAGE. 


131 


QUAIL   SNAKE. 


inside.  13.  This  time — noose — neck.  14.  Pressing  forward 
— tighter — tighter.  15.  Not  know — go  back — choked — 
death. 


LESSON  XX. 


THE  DRUMMER  OF  THE  WOODS. 


1.  After — quail — killed — John — strange  noise — wood — 

small  trees — side — pasture.     2.  Heard — many  times — this 

time — very  near.     3.  Near — could — how — made.     4.  Softly 

— carefully — walked — little   opening — trees.      5.  Partridge 

— old  log.     6.  Feathers — puffing  up — spreading — strutting 

— log.     7.  Acted — turkey-gobbler — poultry -yard.      8.  Head 

— turned  away — John — good   chance — see.      9.  Looking — 

spread — wings — above — back — down  forcibly — sides.     10. 

4* 


132 


NATURAL   HISTORY   AND   LANGUAGE.  [PART  IV. 


Slowly — first — rapidly — more — more.  11.  Ended — rolling 
beat — roll — drum.  12.  Long  distance — still  morning.  13. 
So  much — taken  up — drumming — forgot — cross-bow.     14. 


\2te?* 


iZ%£~<& 


DRUMMER   OF   THE   WOODS. 


Might — killed — bird.     15.  Turned  round — saw — flew  away 
— whirring  noise — loud. 


LESSON  XXI. 

THE  RUFFED   GROUSE. 


1.  Bird  much  larger — quail — true  partridge.  2.  Often 
called — partridge — right  name — ruffed  grouse.  3.  Sides — 
neck — tuft — feathers  —  black — soft — glossy.  4.  Grouse— 
drumming — feathers — straight  —  stand  out — ruff — black 


PART   IV.]         NATURAL    HISTORY   AND   LANGUAGE. 


133 


fez 


RUFFED    GROUSE. 


— neck.  5.  Head — crest — soft  feathers.  6.  Body — feathers 
— grayish  brown — white — covered.  7.  Young  grouse  — 
mother — chickens — hen — follow.  8.  Fact — grouse — hen — 
same — belong — bird-family — many  ways — same  habits.  9. 
Differ  —  this  respect.  10.  When  alarmed,  sharp  cluck  — 
mother  grouse.  11.  Scamper  away  from — hide — leaves — 
bushes.  12.  Chickens, — frightened, — to — mother.  13.  Cold 
nights — winter — under — snow — keep  warm.  14.  Rains — 
frozen  crust — formed — cannot  get  out.  15.  Crust — not  melt 
— starved.    16.  Nothing  else — dried  apples — left — winter — 


134 


NATUEAL   HISTOEY   AND   LANGUAGE.  [PAET  IV. 


trees.  17.  Bose — busy  hunting — treed — three — four.  18. 
Kill — not  like — cross-bow — afraid — arrows — lose.  19.  Fine 
place — snare — himself.    ■ 


LESSON  XXII. 

HOW  JOHN  CAUGHT  THE  DRUMMER. 

1.  Shows  —  caught  —  ruffed  grouse  —  drumming  -log. 
2.  First — two  stakes — ground — each  side — log — cross  each 
other — near — tops.  3.  Stakes — passage-way  above — log. 
4.  Drums  —  back  —  forth  —  good  deal  —  log.  5.  Stake 
straight  down — crossed  stakes — near — ground.  6.  This 
stake — notch — above — log — few  inches.  7.  After  this — ■ 
spring-pole — pointed  end — firmly — ground — log — short 
distance.     8.  Horse-hair  snare — tied  —  end — spring-pole. 


LOG   SNARE. 


PART   IV.]  NATURAL    HISTORY   AND    LANGUAGE. 


135 


9.  Spring-pole — bent — down — end  part — notch.  10.  Care- 
ful— placing — pole — notch.  11.  Out  easily — not  too  easily. 
12.  Not  too  deep — not  too  shallow.  13.  Hair  slip-knot  — 
open  part — covered — passage-way — crossed  stakes.  14.  Kept 
— fixed — place — pushing  pins — slip-noose — crossed  stakes. 
15.  Contrivance  —  way — works.  16.  As — walks  along, — 
snare — set, — neck — catches — tightens.  IT.  Struggles — get 
free — pulls  out — spring-pole — notch — jerked — aid — sud- 
denly. 


LESSON  XXIII. 

THE    GROUSE   SNARE. 


GROUSE    SNARE. 


1.  Snare — John  made — catch — open  grounds.  2.  Cleared 
place — woods — many  partridge-berries — wallow-holes  ;  that 
is,  holes — hens — like — sand-baths.  3.  Likely  to  como — feed 
— berries.  4.  Made  up — mind— -fence — two  large  rocks — 
picture.     5.  Cut  down — small  bushes— in  a  row — low  fence 

5* 


136 


NATURAL   HISTORY  AND   LANGUAGE.  [PART   IV. 


— eight  inches  high.  6.  Four  openings — fence.  7.  Four — 
slip-knots — tied — small  bushes — grew — near — openings. 
8.  After — snares — two  sides  almost  touched — sides — open- 
ing. 9.  Cut  —  forked  twigs  —  very  slender  —  each  side  — 
snare — pushed  —  ends  —  fence.  10.  Keep  —  snare — place. 
11.  Grouse  comes — fence — not  jump — walks  along — open- 
ing. 12.  Snare  —  raised  —  little  —  ground  —  goes  through 
— not  feel — pull — some  distance — fence.  13.  Never  tries — 
back.  14.  Farther  —  tighter  —  pulls  —  choked.  15.  Next 
morning — two  grouse — snares. 


LESSON  XXIY. 

A  TRAGEDY  DOWN  THE  ROAD. 


RABBIT   SNARE. 


1.  Bob-tailed  rabbit — caught — John  says.     2.  Run  after 
-made  Bose — broke — carriage — humped — head.     3.  Ever 


PART  IV.]  NATURAL   HISTORY   AND   LANGUAGE.  137 

since — Bose's  dreams — troubled.  4.  Narrow  passage — large 
rocks — old  pasture — found.  5.  "Went — feeding-ground — 
habit — going — large  rocks.  6.  Sharpened  sticks — ground — 
foot  or  two — two  rocks.  7.  Twigs — long,  slender — in  and 
out — wove — upright  sticks.  8.  Finished — basket-work. 
9.  Right  name — wattled  fence.  10.  Narrow  space — mid- 
dle—  sticks  —  vacant.      11.  Notches  —  right  height  —  cut. 

12.  Wooden    cross-piece  —  flattened  —  both   ends  —  fitted. 

13.  Spring-pole — snare — tied — picture.  14.  Snare — ready 
—  use.  15.  See  —  rabbit  —  doom.  16.  Hedge  snare. 
17.  Good  snare — spring-pole — long  enough — jerk  up — reach 
— skunks — foxes.  18.  Next — Bose — old  enemy — neck — 
spring-pole.  19.  Showed — pleasure.  20.  Fortunate — Mar- 
garet-— not  there — joy — see. 


LESSON  XXV. 

BOSE   SEEKS  FOR  KNOWLEDGE,  AND  FINDS  IT. 

1.  Field  covered  —  heaps — small  stones — rows.  2.  Dis- 
tance— walking  along — John — cross-bow — shoulder — hand 
— quail.  3.  Returning — hunt.  4.  Front  part — rolling — 
grass — rubbing — head — face — both  paws.  5.  Little  insects 
—  flying.  6.  Fit.  7.  Wandered  away  —  coming  —  stone 
heaps, — smell.     8.  Moved — stones — curious  buzzing — heard. 

9.  Wishing — know — made  it — pushed  away — stones — dig. 

10.  Pretty  soon — bumblebee — large,  fierce-looking — another 

— another.     11.  Whole  family.     12.  Lighted — nose — ear — 

another — all  over.     13.  Great  distress — fore-paws  wildly — ■ 
G 


138 


NATURAL   HISTORY   AND   LANGUAGE.  [PART  IV. 


BOSE    AND   BEES. 


rolled  —  grass  —  bite.  14.  Started  —  ran  —  might ;  —  left. 
15.  John  came  up — saw — trouble.  16.  "Ah, — studying 
Natural  History — how — like  ?"  17.  Too  busy  rubbing — 
ears — smarting — head — aching — say  anything — ashamed. 
18.  Most  likely— feet— hot. 


LESSON  XXYI. 

THE  TRUMPETER  OF  THE  PLAINS. 

1.  John  —  visit  —  uncle  —  lived  —  prairie-hens  —  plenty. 

2.  Started  —  early  —  morning  —  hoping  —  sight  —  bird. 

3.  Wanted — how  much — like — ruffed  grouse.  4.  Pretty 
soon — tooting  noise — sounded  like — nighthawk — plunges 
down  —  great  height  —  air.      5.  Nighthawk  —  one   sound. 


PART   IV.]  NATURAL    HISTORY   AND   LANGUAGE. 


139 


6.  Prairie-hen — three  notes — last  one  longer — others.  7.  Be- 
hind— low  bushes — crept  softly — place— sound  came  from. 
8.  Came — sight — strutting — spreading— -puffing  out — .  9. 
Same — turkey — poultry-yard.  10.  Back  part — neck — tufts 
— two  or  three  inches — straight  out.     11.  Stood  up — fill — 


TRUMPETER   OF   THE   PLAINS. 


air — sacks — bladders — sides — neck.  12.  Yellow  color — 
small  orange.  13.  Sacks — filled — leaned — neck — ground. 
14.  Movement — followed — heard — sound.  15.  Sound — out 
— bags — smaller.     16.  "  Scratchers,"  said  John. 


140 


NATURAL   HISTORY  AND   LANGUAGE.  [PART   IV. 


LESSON  XXVII. 

THE   DANCING-PARTY  AT  THE  SCRATCHING-PLACE. 


DANCING-PARTY. 


1.  John  told — uncle — seen.  2.  Uncle  said — next  morn- 
ing— curious  dance — scratching-place.  3.  Before — light — 
hid — low  bushes.  4.  Grouse — out — open  space — low  toot- 
ing. 5.  Another — tooted — soon — fifteen — twenty.  6.  Puff- 
ed up — curved — necks — spread — fan— strutted.  7.  One 
passed  —  fiercely  —  seemed  —  say  —  "  handsomer  —  you." 
8.  Taking  steps — slow  dance.  9.  "What — world — doing?" 
—John.  10.  "Moment — see"— uncle.  11.  Pretty  soon — 
leap  up — foot — two— fowls — fight.  12.  Cackled — screamed 
—  oddest  sounds.      13.  Much  tickled  —  laughing  heartily. 


PART   IV.]  NATURAL    HISTORY   AND    LANGUAGE. 


141 


14.  Amused — strange  noises.  15.  Desperately — get  beaten 
— left.  16.  Not — -hurt — much, — plenty — feathers — left. 
17.  Ruffed  grouse — similar — not — noise. 


LESSON  XXVIII. 

THE   FIGURE   4   SNARE. 


FIGURE    4   SNARE. 

1.  John— Bose — snare — quail,  grouse, — rabbits.  2.  First 
—  squared  —  stake  —  two  sides  —  sharpened  —  one  end  — 
drove — .  3.  Part— above — foot  high.  4.  Strip — board — 
foot — notch — end.  5.  Shoulder — upright  stake — squared — 
wider — board.  6.  Called — spindle.  7.  Spindle — fastened 
— upright — shoulder — thick  wire.     8.  Up — down — not  side- 


142 


NATURAL    HISTOEY   AND   LANGUAGE.  [PAET   IV. 


wise.  9.  Notch — stake — top.  10.  "Wood— right  length — 
fit — notch — spindle — upright  stake.  11.  Called — trigger. 
12.  Hole — upper — trigger.  13.  Line — end — spring-pole — 
hole  —  tied.  14.  Picture — snare  set.  15.  Snare — waxed 
fish -line.  16.  End  —  fastened  —  trigger  —  below  —  line  — 
spring-pole — tied.  17.  Touch  —  spring — snare.  18.  John 
—  work — haunches — watched.  19.  Bose — looked  up  — 
"  contrivance — success." 


LESSON  XXIX. 

BOSE   AS   A   PUPPY. 

1.  Not  write.  2.  Knows 
enough  —  hard  —  hold  pen. 
3.  Could  write — tell — early 
life.    4. 1 — do  writing  for — . 

5.  First — knew  of — puppy. 

6.  As  puppy — naughty  things. 

7.  Shirts  —  clothes-line.  8. 
Wind  —  blowing  —  flapping 
about — odd — way.  9.  Looked 
—  some  time.  10.  Funny 
fancy — head.  11.  Made  leap 
— through  shirts.  12.  Noth- 
ing left — neck-band — pieces — each  shoulder.  13.  Mother 
came  out — going  on.  14.  Got  a  stick — called.  15.  Young 
Bose — other  way.  16.  Mother  went — ran  up — wood-pile — 
out — reach.  17.  Shook — stick — barked — not  whipping. 
18.  No  one  saw — Jemmy  peeping — corner.     19.  Jemmy — 


BOSE    AS   A   PUPPY. 


PART   IV.]  NATURAL    HISTORY   AND   LANGUAGE. 


143 


Bessie — Maggie — John.  20.  Large  portrait — Bose.  21.  See 
only — head — looking  out — framework.  22.  Not  look — 
mother — stick.     23.  Mother — not  wish — stick  in  hand. 


LESSON  XXX. 

"HOLD   OUT   YOUR  PAW!" 


"hold  out  your  paw!" 


1.  A  hand.  2.  Dog's  fore-paw — palm.  3.  John — Maggie 
— talking — toes — dog's  foot.  4.  Called  Bose — "Bose — 
paw!"  5.  Four  toes.  6.  Inside  of  leg — another  toe  — 
smaller.  7.  Dog's  fore-feet — many  toes — fingers — hand. 
8.  Toe  inside — place  of  thumb.  9.  Behind  fore-leg — pad. 
10.  Crouches  down — fore-legs — on  pad.  11.  Hind-foot — 
four  toes.  12.  Same  number  as  cat.  13.  Nails  —  differ 
much.  14.  Dog's — almost  straight — cat's — much  curved. 
15.  Push  out — pull  back  claws — dog — not.  16.  Both — pads 
—  toes  —  feet.  17.  Cat's  feet  —  smooth  —  dog's  —  rough. 
18.  Cat — more  softly — dog — reason. 


144 


NATUKAL   HISTORY   AND   LANGUAGE.  [PART  IV. 


LESSON  XXXI. 

JOHN  GOES  TO  SCHOOL. 

1 .   John  —  seat  —  library  —  father's. ; 

2.  Know  how  —  owls  —  hawks — trap. 

3.  Yery  troublesome — poultry-yard.  4. 
Asked  —  father  —  how — caught — such 
birds.  5.  Easily  caught — steel -traps. 
6.  Picture — one — ways — shows — hawk. 

7.  Tall  tree  —  dead 
branch  —  almost  al- 
ways —  hawk.  8. 
Lookout  —  game  — 
dead  tree — no  leaves 

—  hide  —  view.  9. 
Picture — upper  part 

—  sawed  off — room 

—  trap.  10.  Trap 
chain  —  fastened. 
11.  Hawk  lights  — 
weight  bears  — 
tongue  —  bird  — 

caught.     12.  No  good — catch  owls — fly  too  low — because. 

13.  Owls — hawks — traps — mouse — bird — ground — baited. 

14.  Another  way — stump — catch  owls — place — trap — post 
— large  limb.  15.  If — this  way — bait — below — eight  or  ten 
inches.  16.  Cunning — lights — owl — see — all — right.  17. 
Knowing — habits —  bird's  —  respect — so  places — hunter — 
trap — feet — pan — put — stops — flight — as — . 


TRAP   FOR   HAWK. 


PART   IV.]       NATURAL    HISTOEY   AND   LANGUAGE. 


145 


LESSON  XXXII. 

HOW  THE   MACHINE  WORKED. 


1.  John — hawk — contrivance — simple — curious.    2.  Plank 

— holes — bored.    3.  Stiff  wires — tiled — points  up.    4.  Holes 

— smaller — firm — places.     5.  Plank — covered  lightly.     6. 

Chicken — wires.     7.  Hawks — pounced  down — chickens — 

strayed  away — carried — off — talons.     8.  Not — wait  long — 
G2 


146 


STATURAL    HISTOEY   AND   LANGUAGE.  [PART   IV. 


if  machine^ — work.  9.  Hid — close  wateh.  10.  Hawk — ■ 
wide  circles.  11.  Not  see — wires,  —  if — not  know.  12. 
Swift  swoop.  13.  Not  catch — caught.  14.  "Cruel" — Mar- 
garet— .     15.  "  Perhaps  so," — John — . 


LESSON  XXXIII. 

THE  KELEASE  OF  THE   PRISONER. 


THE    PRISONER. 


1.  John  asked — possible — tame — Birds  of  Prey.     2.  "  Oh 
yes, — done,"  said — "  conquer — almost  anything — patience — 


PART   IV.]         NATURAL   HISTORY   AND   LANGUAGE.  147 

kindness."  3.  Gentleman — France — country — one  day — 
taking  a  walk — nail — owl — fastened — farmer's  gate — each 
wing.  4.  Shot  —  owl  —  broken  —  wing  —  nailed  —  alive. 
5.  That  country — treat  owls — farmers — take — alive — this 
way.     6.  Still  living — two  days — anything — eat — drink. 

7.  Bought — owl — borrowed — ladder — take — down — tried. 

8.  Fought — savagely — tore — hands — talons.  9.  Farmer — 
laughed — saw — bleeding  hands.  10.  Strange — save — life — 
such — bird.  11.  Put  on  —  gloves — bird  down.  12.  Owl 
tenderly — handled — wings — washed.  13.  Few  drops — beak 
— eat — something.  14.  Astonished — not  used — kind  treat- 
ment—greedily— ate— drank.  15.  Handkerchief — around 
— wings — basket — home.  16.  "  Kind  " — John ; — "  sorry — 
machine — hawk."     17.  Smiled. 


LESSON  XXXIY. 

STRIX,  THE  OWL. 

1.  Came  home  —  basket  —  study  —  opened  —  took  off. 
2.  Scrambled  out — back — chair — perched.  3.  Near  evening 
— pupils — larger — see  better.     4.  Smooth  down — feathers 

—  looked  steadily — now  and  then — rescuer.  5.  Went  — 
chair — back  gently — fingers.  6.  In  turn — rubbed — softly — 
head — hand — back  of.  7.  After — while — so  tame — perch 
— shoulder — head — face.  8.  Wings — well — fly — short  dis- 
tances.    9.  Daytime — slept—.     10.  Came  home — absence 

—  step — stairs — flap — wings — scream  loudly — came  in. 
11.  Very  proud — taught — many  things — pet.     12.  Friend 


148 


NATURAL   HISTORY  AND  LANGUAGE.  [PART  IV. 


called — one  day.  13.  "  Strange  pet !" — friend.  14.  "  Great 
deal — knows" — gentleman; — "call — Strix.  15.  Strix,  wel- 
come— friend."      16.  Flapped — wings — owl — perched — 

shoulder — friend's — 
rubbed — head — face. 
IT.  "Sounds  good," — 
"great  mind — try — 
tame.  18.  Where — 
animals — domestic — 
intelligence  —  great- 
er?" 19.  "Where, in- 
deed ?"— father.  20. 
"  Patience  —  tame  — 
kindness —  owl — sav- 
age— even." 


STRIX,  THE  OWL. 


LESSON  XXXV. 


THE  EXPERIMENT. 


1.  John  asked — hen— goose — hatch — wild  birds.  2.  Often 
— done.  3.  Gentleman — nest — buzzard — oak-tree — near 
— pond.  4.  Kind — hawk.  5.  Climbed — tree — four  eggs — . 
6.  Begun  to  sit.  7.  Home  —  four  eggs  —  sitting  goose. 
8.  Back, — climbed — tree — took  out — buzzard's  eggs — goose 
eggs — place.  9.  Able — buzzard — after  game.  10.  Home, 
—buzzard's  eggs — goose's  nest.  11.  Watched — tree, — week 
or  two — saw  heads— hanging  over — nest.  12.  Days  later — 
fly  down — tadpoles — claws — carry — .     13.  Morning — even- 


PART   IV.}         NATURAL   HISTORY   AND   LANGUAGE. 


149 


THE   FAMILY. 


ing — fed — tadpoles — frogs.     14. 

Food — ducks — geese  like.     15. 

Pond — full — no  danger — starve. 
16.  Days  later — great  deal — noise — 
nest.  17.  Flapping — climbing  up — 
stretching  necks  —  pond  —  goslings. 
18.  Desire — water — resist. 


LESSON  XXXYI. 

THE  DEATH. 

1.  Mother  buzzard — not  know — make  of — .     2.  Children 
-before.     3.  Strongest — climbed — saw — water.     4.  Good 


150 


NATURAL   HISTORY   AND   LANGUAGE.  [PART  IV. 


— looked ! — must  go.  5.  Spread — wings — straight  down — - 
tall  grass — .  6.  Stunned — fall, — scrambled  up — waddled — 
pond.  7.  In — happy.  8.  Buzzard — agony.  9.  Flew  down 
— hovered  over — around — make  him — back.  10.  Liked 
— water,  —  stay  in  it.     11.  Tried  —  catch  —  carry — back. 


THE    DEATH. 


12.  Every  time — dived  —  ten  feet  away.  13.  Goslings — 
nest — calls — brother — .  14.  All  —  three  jumped — ran  to 
join — .  15.  Buzzard — greater  distress — .  16.  Rushed — ; 
— screamed, — beat — long  wings.  17.  Legs  entangled — long 
grass.     18.  Tired  out, — more — more  feebly, — soon — stretch- 


PART   TV.]  NATURAL    HISTORY   AND    LANGUAGE.  151 

ed  out — neck — died.    19.  Died, — thought  them — danger. 
20.  "There — wrung — necks — little  wretches" — John. 


LESSON  XXXVII. 

THE    DISCOVERY,  AND  THE   EXECUTION". 

n 


THE    EXECUTION. 


1.  Goose — after — time — hatched.  2.  Two  buzzards  open- 
ed— yellow  beaks — cried  out — eat.  3.  Jumped  of! — nest — 
great  fright.  4.  Never  heard  goslings — such— noise.  5. 
Small  pond  —  come  — young  buzzards  —  swim  — .  6.  Not 
stir  — .  7.  Could  not, — not  large — and  strong  enough — 
support  —  body.  8.  Out — patience — lifted  out — bill.  9. 
Screamed — not  move.     10.  Looked — great  care—not  under- 


THE   MENAGERIE. 


PART   IV.]  NATURAL   HISTORY   AND   LANGUAGE.  153 

stand— matter.  11.  Think — some  one — played — trick — . 
12.  Struck — wings — bill — trampled — feet.  13.  One  by  one 
— flung — water.  14.  Soak — long  time — ate — .  15.  Buzzard 
— better  mother. 


LESSON  XXXVIII. 

HURRAH  FOR  THE  MENAGERIE! 

1.  "AH  going  —  menagerie!"  2.  John's  shout, — long 
train — moving  slowly — next  town.  3.  Wagons — wonder- 
ful birds — .     4.  Posters — sides — old  sheds — board  fences. 

5.  Wagons — closed,  —  not  get  —  sight  —  curious  things — . 

6.  One  hole — front — wagon.  7.  Air.  8.  Only  animals — 
seen  —  black,  — white,  —  mottled  —  drew  —  wagons,  —  ele- 
phants,—  ponies.  9.  Band — black  horses, — red  plumes — . 
10.  Handsome — glossy  black — .  11.  Elephants — lead — pro- 
cession. 12.  Most  interested  —  ivory  tusks,  —  trunks,  — 
ears — .  13.  Picture — hands  behind — .  14.  Always — tired 
—other  folks — .  15.  Not  know  why — .  16.  Not — thin ; — 
balance — better. 


LESSON  XXXIX. 

THE  ORATOR  AND  THE  AUDIENCE. 

1.  Picture  —  come  together  —  talk  —  menagerie.     2.  To- 
morrow.    3.  Four  others  —  Tom  —  Bose  — .     4.  Orator  — 


154 


NATURAL    HISTORY    AND    LANGUAGE.  [PART   IV. 


stretched  out — gesture.  5.  Haunches — listening — John. 
6.  Tail  up — rubbing — fur — Bessie's  dress.  7.  Sure  sign — 
pleased.  8.  Chicken-Little — dignified.  9.  Fine  gentleman 
— better  dressed — company.  10.  Everybody — wears — cap 
— far  back — hands  behind — .     11.  Toad — pets.      12.  Flies 


THE    ORATOR. 


— other — .  13.  Knows — great  deal — look  stupid.  14.  Read 
■ — books — takes  off — skin — little  ball — swallows — .  15.  Do 
it.  16.  Yesterday — operation — skinning.  IT.  To-day — new 
suit — neat.  18.  Not — washer-woman.  19.  Showing — chil- 
dren. 


PART   IV.]         NATURAL   HISTORY  AND   LANGUAGE. 


155 


Ikfrw  *y- 


MAKING  PLANS. 


LESSON  XL. 

^   WHO  ARE   GOING  TO  THE  MENAG- 
ERIE? 

1.  John, — natural  history — . 
2.  Picture— saying. -company- 
names, —  explain  —  habits.      3. 


156  NATURAL   HISTORY   AND   LANGUAGE.  [PART   IVe 

John — good  deal — knowledge — .  4.  Part — books, — part — 
eyes.  5.  All — anxious — except  Jemmy.  6.  Not  like — . 
7.  Insects  —  bugs,  —  sting.  8.  Cats  —  beasts, — 'scratch  — 
bite.  9.  Hens,  turkeys,  ducks — geese — dirty, — always — . 
10.  Hisses — .  11.  Runs  after — red  garment — .  12.  "  Now 
—  to-morrow,"  said  John.  13.  Bose  thought  John — . 
14.  Jumped  up, — wagged, — pricked, — barked.  15.  "Well 
— shall  go."  16.  No  use — Tom, — case — settle — old  rats. 
17.  Chicken-Little — not  go, — nobody— daylight  up — morn- 
ing. 18.  Long  way — menagerie; — proposed,  —  stop  over 
night — uncle's  house, — on  the  morrow — not — too  tired — 
seeing — sights. 


LESSON  XLI. 

ON  THE  WAY. 

1.  Whole  party — on  the  way — menagerie.  2.  John  — 
father — front  seat — open  wagon.  3.  Maggie — Jemmy — 
other — .  4.  Bessie — sick, — left — home.  5.  Bose — stone 
wall — other  side — lines — road.  6.  Busy — usual.  7.  Run- 
ning— small  bird — full  speed.  8.  Not  catch, — knows  that 
■ — pleasure — running — barking.  9.  If-— company — looked 
back — mother  standing — door.  10.  Watched — stood — fa- 
ther—  children  —  out  —  sight.  11.  Bose — place — under — 
wagon.  12.  Children  asked — carriage, — as — pleased — out- 
side. 13.  Small  stream— road — under — bridge, — take  a  look 
— underneath, — how — made.  14.  Jemmy — silent — started. 
15.  Asked  —  lion  —  roar  —  louder  —  bellowing  —  calf.     16. 


PART  IV.]  NATURAL   HISTORY  AND  LANGUAGE. 


157 


.>*# 


ON   THE   WAT. 


"Goose!"     17.  Over — wall — "no  goose — ."     18.  Laughed, 
— smiled.    19.  Never  heard, — been  told — very  loud — sound. 


LESSON  XLII. 

THE    LION    ROARS. 

1.  Uncle's  house — stopped — overnight.  2.  Next  day — 
menagerie.  3.  Picture  —  whole  company  —  lion's  cage. 
4.  Man — made — picture — not — room — whole  menagerie, — 
lion's  cage — only — other  things.  5.  Pushing — pole — cage. 
6.  Lion  —  lioness  —  inside  —  very  fierce — .  7.  Jemmy — 
hands — .  8.  Pushing — pole — oblige  Jemmy.  9.  Standing 
— before — cage, — keepers — passed  by — .      10.  "Mr.  Man," 


158 


NATURAL   HISTORY   AND   LANGUAGE.  [PART  IV. 


THE    LION   ROARS. 


said  Jemmy, — "  lion  roar  V 

11.    Stopped,  —  puzzled, — 

smiled.      12.  "  No    regular 

—  roar,  —  snarl  —  easily 

enough."     13.  Pole — pushed — cage.     14.  Lion — not  like, — 

snarled, — not  much — roar— sure  enough.    15.  Not — pleased. 

16.  Hear — roar — hair — on  end.     17.  Seemed — shiver.     18. 

"All  the  rest ;— beast." 


LESSON  XLIIL 

WHAT  JOHN  SAID  ABOUT  THE  CAT  FAMILY. 

1.  Lion, — tiger, — leopard.  2.  Color — lion — dark  yellow — 
tawny.  3.  Neck — shaggy  mane, — tail — tuft — .  4.  Tongue, 
— teeth, — claws — cat's.  5.  Differ — size.  6.  "  Fact—,"  said 
John, — "only  cats — larger — .".    7.  Hunt — prey,  —  seize  — 


PART   IV.]  NATURAL    HISTORY   AND   LANGUAGE. 

cat—.     8.  Slowly— silently,       &&#&*+*,  n,  L  , 


159 


CAT   FAMILY, 


Climb  trees, — most — lion — tiger — not.  11.  Tickle — cat, — 
throw  itself — back, — hind  claws  forward, — push — back — 
suddenly.  12.  Sheep — stake, — tiger — near — .  13.  Crouched 
down — slowly — near — spring.  14.  Sudden  leap, — seized — 
throat, — over — back.  15.  Feet  forward — suddenly  back, — 
tear — flesh — .  16.  Acted — cat  does — play — pretends — same 
thing — hands. 


160 


NATUEAL   HISTOEY   AND   LANGUAGE.         [P4ET   IV. 


LESSON  XLIY. 

THE  DOG  FAMILY. 


DOG   FAMILY. 


1.  Cages — wolves,  hyenas, — foxes.  2.  Picture — wolf, — 
spotted  hyena, — fox.  3.  Wolf — fox — dog  family.  4.  "Cous- 
ins, Bose,"  said  John.  5.  Not  —  know  —  own  relations. 
6.  Curious — dog  family; — walk — toes, — not — soles — feet. 
1.  "Bose's  —  leg,"  said  John:  —  "knee;  —  really  —  heel." 
8.  Five  toes — fore-feet, — four — hind-feet.  9.  Same — cat 
family.  10.  Dog  family — can  seize — cats — neither — climb 
trees.  11.  Shape — teeth — eat  flesh — cat  family.  12.  Spot- 
ted hyena — picture — wolf — fox.  13.  Might  belong — dog 
family, — not.  14.  Second-cousin — Bose — Tom.  15.  Claws — 
dog's  claws, — four  toes — front  feet.  16.  Tongue, — not  smooth 
— dog's, — horny  claws — cat's.  17.  Tamed.  18.  John — trust 
one.  19.  Suppose  —  Bose.  20.  "Not  think  —  trust  my- 
self— dark  night — lonely  road — tame  wolf — spotted  hyena." 


PART   IV.]  NATURAL    HISTORY    AND   LANGUAGE. 


161 


LESSON  XLV. 

SOME  OF  THE  SCRATCHER  FAMILY. 

1.  "Now,"— John,  — "hand- 
some birds  —  scratchersP  2. 
Picture — peacock, — pheasant, — 
jungle-fowl  —  guinea-fowl.  3. 
Peacocks  —  poultry  -  yards.  4. 
Prettier  feathers — no  bird.  5. 
As  —  turkey  —  tail  -  feathers  — 
push  up  —  fan,  —  longer — pret- 
tier—  feathers.  (3.  Tail — round 
spots — eyes.  7.  Colors — rain- 
bow :  red,  green,  golden  yellow.     8.  Home — China 


l,    IS 


VET 


THE    SCRATCHERS. 


9.  N* 


comb — head.    10.  Instead, — tuft — .    11.  Stand  up — pleas( 


H 


162 


NATURAL    HISTORY    AND   LANGUAGE.  [PART   IV. 


— proud  look.  12.  Prettiest  part  —  tail — long  —  narrow. 
13.  Handsome — almost — peacock's.  14.  Jungle-fowl — In- 
dia. 15.  Not  stand  out — tail-feathers — hang  down — long 
curve.  16.  Pretty  tail — Chicken -Little — cannot  compare 
—  pheasant  —  jungle-fowl.  17.  Guinea-fowl.  18.  Every- 
^  body — .  19.  Feathers — dark-gray, — black,  —  sprinkled — 
spots  —  white — round.  20.  Not  pretty.  21.  Noise — "Go 
back !"     22.  Yoice — peacock — scream — not  pleasant — . 


LESSON  XLYI. 

THE   DUCK  FAMILY 


THE   DUCK   FAMILY. 


1.  Picture — swan, — wild- duck, — gray  goose.     2.  Swim- 
ming— water.    3.  Standing — shore.    4.  All — duck  family, — 


PAST  IV.]  NATURAL   HISTORY   AND   LANGUAGE. 


163 


webbed  feet.  5.  Swan — longer — neck.  6.  Cannot  walk  so 
well, — swim — better — .  7.  Most — swans — white, — other 
countries  —  black.  8.  Some  —  black  necks  —  white  bodies. 
9.  Tame  swan  —  strong.  10.  Break  —  man's  leg  —  wing. 
11.  Whistling  swan, — sings  or  whistles — flies.  12.  Swan's 
bill  —  thick  near  —  head.  13.  Not  taper — goose's  bill — 
even  width — duck's — tip.  14.  Eider-duck, — cold  countries. 
15.  Feathers — light — soft, — quilts, — garments.  16.  "Feath- 
ers— pillows — beds."   17.  Live  geese — living  goose — plucked. 


LESSON  XLYII. 

THE  PENGUIN  AND  THE  ALBATROSS. 


1.  Pen- 
guins — 
upright — 

sea-shore, — albatross 
—  down  —  above. 

2.  Swimmers — 
some  —  very 

road     and    <<r^i^it^va 
strong  wmgs, 
— some — no  \vj      : 

3.  Wings  —  penguin    &j,%$f  Jrff8 
■ — remnants — feathers  f 


scales  —  fish.     4. 


PENGUIN   AND   ALBATROSS. 


164: 


NATURAL    HISTORY    AND    LANGUAGE.  [PART  IV. 


Wings,— more — fins  of — fish — wings  of — bird.  5.  Still 
more — flippers — turtle.  6.  Penguin — not — like — bird, — ■ 
know — it  is — covered — feathers.  7.  "No  feathers," — John. 
Sure  sign— feathers.  8.  Many  penguins — shore, — in  rows, — ■ 
soldiers — ranks.  9.  Look — feet, — webbed.  10.  "No  web," 
— John.  11.  Feet  —  albatross,  —  webbed ;  —  broad- winged 
swimmer.  12.  Wings — large — much — time — air.  13.  Liv- 
ing— out  of — water, — use — feet — swimming, — so — webbed. 


LESSON  XLVIIL 

THE  FLAMINGO. 

1.  Strange-looking  bird.      2.  .    : 

Legs — flamingo — very  long,- 
like  stilts — most  peo- 
ple— wader. 
lire  —  one 
— feet —     &, 
out  of 


THE   FLAMINGO. 


PART  IV.]  NATURAL    HISTORY    AND   LANGUAGE.  165 


5 
5 


— water, — web  between — toes.  4.  So — know — not — wader 
—swimmer.  5.  Stands  up, — six  feet — nearly.  6.  Xeck 
very  long ; — oddest  part — bill.  7.  Head — small, — bill — very 
long,  —  curious  bend  —  middle.  8.  Homely,  —  not  —  one 
thing; — beautiful  scarlet  feathers.  9.  After  all, — long  neck 
— oddly — bill — great  use — .  10.  Stands — water, — twists — 
neck — upper  part — on — ground.  11.  Stirs — mud — webbed 
feet, — insects — spawn — catches — feeds  on.  12.  Flocks, 
like  ducks  —  geese.  13.  Light  —  shore  —  river  —  sentinel. 
14.  Danger  approaches, — loud  scream, — whole  flock — loud 
cries — air. 


MANUAL   OF   LESSONS 


IN 


NATURAL  HISTORY  AND  LANGUAGE 


Copyright,  1879,  by  Harper  &  Brothers. 


MANUAL 


OF 


NATURAL  HISTORY  AND  LANGUAGE. 


PART   I. 

LESSON  I. 

THE  BIRDS  IN  THE  POULTRY- YARD. 

1.  I  see  some  hens,  some  turkeys,  some  geese,  some  ducks, 
some  guinea-fowl,  and  some  doves  in  the  picture.  2.  All 
birds  are  covered  with  feathers.  3.  A  bird  is  an  animal  cov- 
ered with  feathers.  4.  No  other  animal  except  a  bird  is  cov- 
ered with  feathers.     5.  The  feathers  keep  the  bird  warm. 


LESSON  II. 

WHERE  BIRDS  LIVE. 

1.  Each  bird  in  the  picture  has  two  wings.  2.  The  doves 
can  fly  best.  3.  Birds  that  can  fly  well  live  a  good  deal  of 
the  time  in  the  air.  4.  The  ducks  and  the  geese  can  swim 
best.  5.  They  spend  a  good  deal  of  their  time  upon  the 
water.  6.  The  hens,  the  turkeys,  and  the  guinea-fowl  hard- 
ly ever  fly  or  swim.  7.  These  birds  live  most  of  the  time 
upon  the  land. 

Unite  4,  5,  by  "so :"  unite  6,  7,  by  "so." 


2  NATURAL    HISTORY   AND   LANGUAGE.  [PART   I. 

LESSON  III. 

THE  VOICES  OF   BIRDS. 

1.  A  hen  cackles  after  she  has  laid  an  egg.  2.  She  clucks 
to  call  her  chickens.  3.  The  rooster  crows  very  early  in  the 
morning.  4.  When  he  crows,  he  flaps  his  wings.  5.  The 
duck  quacks  when  he  talks.  6.  The  turkey  gobbles  when 
he  talks.  7.  When  the  goose  is  angry  he  hisses.  8.  The 
dove  coos  when  he  calls  his  mate. 

Unite  1,2, by  "and:"  unite  3,  4,  by  "and:"  unite  5,  6, by  "and:" 
unite  7;  8,  by  "  and." 


LESSON  IV. 

THE  POULTRY-YARD. 

1.  In  the  picture  I  see  five  doves  on  the  roof  of  the 
stable.  2.  There  are  six  doves  on  the  ground.  3.  Those 
on  the  ground  seem  to  be  picking  up  corn,  or  some  other 
grain.  4.  The  place  where  the  doves  sleep  and  have  their 
nests  is  called  a  dove-cote.  5.  On  the  duck -pond  I  see 
three  old  ducks  and  five  young  ducks  swimming.  6.  There 
are  two  old  ducks  on  the  shore  of  the  pond.  7.  Two  of 
the  old  ducks  on  the  pond  have  their  heads  under  the 
water.  8. 1  think  they  are  trying  to  find  something  to  eat 
on  the  bottom  of  the  pond.  9.  Three  geese  are  standing 
near  the  shore.  10.  I  think  that  the  one  with  his  neck 
stretched  out  is  screaming.  11.  I  think  the  turkey  that 
has  his  feathers  puffed  up  is  gobbling.  12.  There  are  four 
hens  and  fifteen  chickens  in  the  yard.     13.  Near  one  of  the 


PART   I.]  NATURAL    HISTORY    AND    LANGUAGE.  3 

hens  there  are  two  guinea-fowl.     14.  On  the  top  of  one  of 
the  hen-coops  there  is  a  rooster  crowing. 

Unite  1,  2,  by  "and" — omitting  -what  you  can,  and  make  sense: 
unite  7,  8,  by  "  and :"  unite  9,  10,  by  "and :"  unite  13, 14,  by  " and" 


LESSON    V. 
THE  HEN". 

1.  This  is  a  picture  of  a  hen.  2.  We  know  that  the  hen 
is  a  bird,  because  she  has  wings  and  is  covered  with  feath- 
ers. 3.  The  hen  scratches  the  ground  with  her  toes  or 
claws,  and  picks  up  insects,  worms,  and  seeds  with  her 
bill.  4.  She  lays  eggs,  and  hatches  chickens  from  the  eggs. 
5.  When  the  chickens  are  young  they  keep  close  to  the 
old  hen.  6.  If  they  wander  away,  the  old  hen  clucks  to 
call  them  back.  7.  When  the  old  hen  scratches  the  ground, 
the  little  chickens  stand  around  the  hole,  and  pick  up  the 
worms  that  the  old  hen  finds.  8.  She  does  not  take  her 
chickens  to  the  water.  9.  She  is  afraid  of  the  water. 
10.  She  cannot  swim  well,  because  her  toes  are  not  joined 
together.  11.  When  she  pushes  her  foot  back  against  the 
water,  the  water  runs  through  between  her  toes,  because 
they  are  not  joined  together.  12.  When  the  old  hen  sits 
down,  the  little  chickens  run  under  her  wings  and  feathers. 
13.  They  do  this  to  keep  themselves  warm. 

Unite  5,  6,  by  "but:"  unite  8,  9,  by  "because :"  unite  10,  11,  by 
"so:"  unite  12, 13— omitting  "They  do  this." 


4  NATURAL    HISTORY    AND   LANGUAGE.  [PART   I. 

LESSON  VI. 

THE   HEN'S   FOOT. 

1.  This  is  a  picture  of  a  hen's  foot.  2.  The  hen  has 
four  toes  on  each  foot.  3.  Three  of  them  are  on  the  front 
side  of  the  leg.  4.  The  fourth  is  on  the  back  side  of  the 
leg.  5.  The  hind  toe  is  a  little  higher  up  on  the  leg  than 
the  front  toes.  6.  The  hind  toe  is  shorter  than  any  one  of 
the  others.  7.  Only  the  end  of  the  hind  toe  touches  the 
ground  when  the  hen  walks.  8.  When  the  hen  places  her 
foot  upon  the  ground,  the  front  toes  spread  out.  9.  When 
she  lifts  her  foot,  the  front  toes  bend  and  lie  close  together. 
10.  On  the  bottom  of  the  foot  is  a  kind  of  pad.  11.  On 
the  under  side  of  each  toe  there  are  also  pads.  12.  The 
skin  on  these  pads  is  thick  and  rough.  13.  When  the  hen 
roosts  on  the  limb  of  a  tree,  these  pads  keep  the  foot  from 
slipping.  14.  We  sometimes  call  the  hen's  toes  claws. 
15.  The  middle  one  of  the  front  toes  is  longer  than  any  one 
of  the  others. 

Unite  3,  4,  by  "and :"  unite  5,  6,  by  "and  it" — omitting  "the  hind 
toe :"  unite  8,  9,  by  " but :"  unite  10, 11,  by  "and." 


LESSON   VII. 

THE   STEUCTURE   AND  USES  OF  THE  HEN'S  TOES. 

1.  The  hen's  toes  have  joints,  like  the  joints  in  our  fin- 
gers and  toes.  2.  She  can  bend  her  toes  at  the  joints,  just 
as  we  can  bend  our  fingers  and  toes.     3.  At  the  end  of 


PART   I.]  NATURAL    HISTORY   AND   LANGUAGE.  5 

each  toe  is  a  nail.  4.  The  nail  is  thickest  in  that  part 
which  is  joined  to  the  toe.  5.  The  upper  side  is  rounded, 
like  our  nails.  6.  The  hen's  nail  curves  down  a  little  from 
the  thickest  part.  7.  The  under  side  of  the  hen's  nails  is 
hollowed  out,  like  our  nails.  8.  The  hen  uses  her  nails  to 
scratch  the  ground.  9.  The  hen's  nails  are  thicker  and 
harder  than  our  nails.  10.  If  thej  were  not  thicker  and 
harder,  they  would  soon  wear  out,  because  the  hen  scratches 
the  ground  so  much.  11.  The  hen's  nails  grow  just  as  our 
nails  grow.  12.  The  hen's  nails  keep  the  ends  of  the  toe 
from  getting  bruised,  just  as  our  nails  keep  the  ends  of 
our  fingers  from  getting  bruised.  13.  When  the  hen  goes 
to  roost  on  the  limb  of  a  tree,  or  on  a  small  pole,  she  clasps 
the  limb  tightly  with  her  toes. 

Unite  1,  2,  by  "so:"  unite  3,  4,  by  "and:"  unite  6,  7,  by  "and:" 
unite  11,  12,  by  "and." 


LESSON   VIII. 
THE  DUCK. 

1.  Here  is  a  picture  of  a  duck.  2.  We  know  that  the 
duck,  the  goose,  and  the  hen  are  birds,  because  they  have 
wings,  and  are  covered  with  feathers.  3.  The  hen  was  made 
to  live  on  the  land.  4.  We  know  this  by  the  shape  of  her 
feet.  5.  Birds  that  live  on  the  water  have  their  toes  joined 
together  by  a  thin  skin.  6.  Such  feet  are  called  web-feet. 
7.  The  goose  is  the  only  bird  in  the  poultry-yard  that  has 
feet  like  the  duck's  feet.  8.  Both  these  birds  have  their 
front  toes  joined  together  by  a  thin  skin  or  web,  and  this 


6  NATURAL    HISTORY   AND   LANGUAGE.  [PART   I. 

shows  that  they  were  made  to  swim.  9.  The  hen  scratches 
the  ground  with  her  feet  to  find  worms.  10.  Then  we  can 
call  hens  scratchers.  11.  The  duck  and  the  goose  cannot 
scratch  the  ground  well,  but  they  can  swim  well  with  their 
web-feet.  12.  Then  we  can  call  them  swimmers.  13.  The 
duck's  feathers  are  thicker  than  the  hen's.  14.  They 
should  be  thicker,  to  keep  the  duck  warm  in  the  cold 
water.  15.  The  water  does  not  wet  the  duck's  feathers, 
because  the  duck  oils  them.  16.  If  we  take  a  young  duck 
near  the  water,  he  will  run  into  the  water.  17.  That  shows 
that  he  was  made  to  swim  on  the  water.  18.  Yery  young 
ducks  are  covered  with  a  kind  of  down.  19.  The  down 
keeps  the  young  duck  warm. 

Unite  3,  4,  beginning  with  "we  know,"  and  making  such  changes 
as  the  sense  requires:  unite  5,  6,  by  "and:"  unite  9,  10,  by  "so" — 
omitting  "then." 


LESSON  IX. 

THE  DUCK'S  BILL,  THE  HEN'S  BILL,  AND  THE  GOOSE'S  BILL. 

1.  Here  are  pictures  of  a  duck's  bill,  a  hen's  bill,  and  a 
goose's  bill.  2.  The  duck's  bill  is  longer,  wider,  and  flatter 
than  the  hen's  bill.  3.  The  hen  finds  worms  and  insects 
on  the  land.  4.  The  duck  finds  them  in  the  mud  at  the 
bottom  of  shallow  ponds.  5.  The  edges  of  the  hen's  bill 
are  smooth.  6.  The  edges  of  the  duck's  bill  are  rough. 
7.  The  small  pointed  knobs  on  the  duck's  bill  look  a  little 
like  the  teeth  of  a  fine  saw.     8.  The  goose's  bill  is  wider 


PART    I.]  NATURAL    HISTORY    AND    LANGUAGE.  7 

than  the  hen's  bill,  but  it  is  not  so  wide  at  the  end  as  the 
duck's  bill.  9.  The  tongue  of  the  duck  is  thick.  10.  When 
the  duck's  bill  gets  hold  of  a  worm,  the  tongue  presses  it 
against  the  upper  part  of  the  mouth  and  holds  it  there. 
11.  Then  the  mud  and  water  run  off  between  the  little 
knobs,  and  the  duck  eats  the  worm.  12.  The  duck  very 
often  pushes  its  bill  into  the  mud.  13.  The  bill  would 
soon  be  worn  out,  if  the  end  was  not  horny  and  hard. 
14.  The  end  of  the  upper  part  of  the  duck's  bill  laps 
over  the  lower.     15.  The  eud  of  the  duck's  bill  is  blunt. 

16.  The    end    of    the    hen's    bill    is    sharp    and    pointed. 

17.  The  duck's  bill  looks  a  little  like  the  blade  of  a  shovel. 

18.  The  knobs  on  the  edges  of  the  goose's  bill  are  larger 
than  those  on  the  cluck's  bill.  19.  The  goose  eats  a  good 
deal  of  grass.  20.  Perhaps  these  knobs  help  him  to  tear  off 
the  grass. 

Unite  3,  4,  by  "and:"  unite  5,  6,  by  "but :"  unite  6,  7,  by  "and," 
making  such  changes  as  the  sense  requires :  unite  15,  16,  by  "but :" 
unite  19,  20,  by  "and." 


LESSON  X. 

THE   DUCK'S  FOOT. 

1.  This  is  a  picture  of  a  duck's  foot.     2.  The  duck  has 

the  same  number  of  toes  that  the  hen  has.     3.  The  three 

front  toes  of  the  duck  are  joined  by  a  thin  skin  or  web. 

4.  The  web -foot  shows  that  the  duck  was  made  to  swim 

on  the  water.     5.  When  the  duck  wishes  to  swim  on  the 

water,  he  spreads  out  his  toes  and  pushes  his  feet  backward. 

A2 


8  NATURAL    HISTORY    AND    LANGUAGE.  [PART    I. 

6.  When  the  duck  walks,  his  toes  are  spread  out  on  the 
ground  as  they  are  when  he  swims.  7.  The  foot  of  the  duck 
in  swimming  acts  like  the  oar  of  a  boat  in  rowing.  8.  When 
the  duck  lifts  his  foot  in  walking,  the  toes  are  brought  close 
together.  9.  They  are  placed  in  the  same  way  when  he 
brings  them  forward  in  swimming.  10.  The  hen  can  walk 
better  than  the  duck.  11.  The  duck  can  swim  better  than 
the  hen. 

Unite  3,  4,  by  "-which" — omitting  "the  -web-foot:"  unite  5,  6,  by 
"and" — use  "he"  instead  of  repeating  "the  duck:"  unite  7,  8,  by 
"but:"  unite  10, 11,  by  "but." 


LESSON  XL 

THE   GOOSE. 

1.  Here  we  have  a  picture  of  a  goose.  2.  The  goose  is  a 
larger  bird  than  the  duck.  3.  Both  these  birds  have  boat- 
shaped  bodies  and  web-feet.  4.  We  know  by  the  shape  of 
their  bodies  and  the  form  of  their  feet  that  the  duck  and 
the  goose  are  swimmers.  5.  The  hen  walks  better  than  the 
goose.  6.  The  goose  walks  better  than  the  duck,  but  not  so 
well  as  the  hen.  7.  The  duck  waddles  very  much  when  he 
walks.  8.  We  know  by  the  way  these  birds  walk,  which 
of  them  spends  the  most  time  on  the  land  and  which  on 
the  water.  9.  The  hen  walks  very  well,  and  spends  all  of 
her  time  on  the  land.  10.  The  goose  walks  pretty  well,  and 
that  shows  that  he  spends  a  part  of  his  time  on  the  land. 
11.  The  duck  waddles  very  much  when  lie  walks,  and  that 
shows   that   he    spends   most   of  his   time   on   the  water. 


PAET   I.]  NATURAL    HISTORY   AND    LANGUAGE.  9 

12.  The  hen  scratches  in  the  dirt,  and  gets  part  of  her 
food  in  the  ground.  13.  The  goose  nibbles  the  grass  that 
grows  on  the  land  and  in  the  water  near  the  shores  of 
ponds,  and  gets  a  part  of  his  food  above  the  ground,  and  a 
part  above  the  water.  14.  The  duck  dabbles  in  the  water, 
and  gets  a  part  of  his  food  lender  the  water. 

Unite  1,  2,  by  "which" — omitting  "the  goose:"  unite  3,  4,  by 
"so:"  unite  5,  6,  by  "and:"  unite  10,  11,  by  "but." 


LESSON    XII. 
THE  TURKEY. 

1.  This  is  a  picture  of  a  turkey.  2.  He  is  called  the  old 
gobbler  of  the  poultry -yard.  3.  He  is  larger  than  any 
other  bird  in  the  yard.  4.  There  are  no  feathers  on  his 
head  and  on  the  upper  part  of  his  neck.  5.  His  head  and 
the  upper  part  of  his  neck  are  covered  with  a  bluish  skin, 
having  on  it  a  kind  of  reddish  warts,  called  wattles.  6.  The 
longest  wattle  comes  out  of  his  forehead,  above  his  bill. 
7.  Very  often  it  is  longer  than  the  bill.  8.  When  the  tur- 
key is   angry,  this   long  wattle    becomes   large    and  red. 

9.  On  the  breast  of  the   turkey  is  a  tuft   of  stiff  hairs. 

10.  They  look  a  little  like  bristles.  11.  The  turkey's  tail, 
when  it  is  spread  out,  looks  like  a  large  fan.  12.  The 
turkey  has  the  same  number  of  toes  as  the  hen.  13.  The 
nails   of  the  turkey  are  hard   and  blunt,  like   the  hen's. 

14.  Sometimes    he    looks    very    proud    and    important. 

15.  When  the  turkey  feels  proud,  he  spreads  his  tail,  puffs 
out  his  feathers,  and  struts  about,  and  his  wattles  become 


10  NATURAL    HISTORY   AND    LANGUAGE.  [PART   I. 

red.  16.  At  the  same  time  he  stiffens  the  quill-feathers  on 
his  wings,  and  scrapes  them  on  the  ground.  17.  Then  he 
gives  a  kind  of  puff,  as  though  he  had  been  holding  his 
breath. 

Unite  2,  3,  by  "and:"  unite  4,  5,  by  "but:"  unite  6,  7,  by  "and:" 
unite  9,  10,  by  "that" — omitting  "they:"  unite  12,  13,  and  make 
sense:  unite  16, 17,  by  "and" — omitting  "then  he." 


LESSON  XIII. 

THE  OWL. 

1.  This  is  the  picture  of  an  owl.  2.  He  does  not  look 
like  other  birds  that  I  have  seen,  but  is  a  very  odd-looking 
bird.  3.  His  eyes  look  large  and  staring.  4.  They  are 
placed  in  the  front  part  of  his  head.  5.  They  look  a  little 
like  a  cat's  eyes.  6.  The  owl's  eyes  are  so  made  that  he  can 
see  best  in  the  night.  7.  The  owl  in  the  picture  has  two 
curious  tufts  of  feathers  on  the  top  of  his  head.  8.  They 
look  a  little  like  the  horns  of  an  ox.  9.  Then  the  owl  in 
the  picture  may  be  called  the  horned -owl.  10.  The  ears 
on  the  cat's  head  look  like  these  tufts  of  feathers  on  the 
owl's  head.  11.  The  owl  can  move  these  feathers  back  and 
forth,  just  as  a  cat  can  move  her  ears.  12.  In  the  woods, 
at  night,  the  horned-owl  makes  a  very  loud  noise,  sounding 
like  "  Waugh,  hoo,  hoo,  hoo  !"  13.  The  wings  of  the  horned- 
owl  in  the  picture  are  very  large.  14.  The  owl's  feathers 
are  soft  and  downy,  and  he  makes  but  little  noise  in  flying. 

Unite  3,  4,  by  "and:"  unite  7,  8,  by  "which" — omitting  "they:" 
unite  10,  11,  by  "and." 


PART   I.]  NATURAL    HISTORY   AND    LANGUAGE.  11 

LESSOR  XIV. 

WHAT  A  BIRD  HAS. 

1.  This  is  a  picture  of  a  bird's  head.  2.  Every  bird  has  a 
head,  a  bill,  feet,  a  neck,  a  body,  wings,  and  a  tail.  3.  Most 
birds  have  their  eyes  on  the  sides  of  the  head.  4.  They 
are  placed  near  the  middle  of  each  side.  5.  A  bird  can 
see  on  both  sides  at  the  same  time,  while  we  can  see  well 
only  in  front.  6.  The  ears  of  most  birds  are  a  little  behind 
and  below  the  eyes.  7.  The  openings  of  the  ears  are  almost 
always  covered  with  feathers.  8.  The  nostrils  of  the  bird 
are  always  in  the  upper  part  of  the  bill,  near  the  head. 
9.  The  upper  and  lower  parts  of  the  bill  are  the  jaws  of  the 
bird.  10.  We  can  move  only  our  lower  jaw  up  and  down. 
11.  The  bird  can  move  both  jaws  up  and  down. 

Unite  3,  4,  by  "and:"  unite  6,  7,  by  "and." 


LESSON  XV. 

THE   HEN-HAWK. 

1.  This  is  a  picture  of  a  hen-hawk.  2.  The  hawk's  bill  is 
sometimes  called  a  beak.  3.  The  hawk's  beak  and  claws  are 
shaped  like  the  beak  and  claws  of  the  owl.  4.  The  hawk's 
eyes  are  on  the  sides  of  his  head.  5.  He  catches  his  prey 
with  his  claws.  6.  The  hawk's  eyes  are  bright  and  fierce, 
and  not  dull  and  staring,  like  the  owl's.  7.  The  owl  flies 
near  the  ground.  8.  The  hawk  almost  always  flies  high  up 
in  the  air  when  he  is  not  pursuing  his  game.     9.  The  owl 


12  NATURAL    HISTORY   AND    LANGUAGE.  [PART    I. 

catches  his  game  after  dark.  10.  The  hawk  catches  his 
game  in  the  daytime.  11.  The  hen-hawk  and  the  owl  steal 
chickens,  young  ducks,  and  young  geese  or  goslings  from 
the  farmers.  12.  When  the  hen-hawk  is  flying  high  up  in 
the  air  he  makes  a  noise  that  sounds  like  "  Kai,  kai,  kai.'5 

13.  When   this   noise    is  heard   the    guinea-fowl   scream. 

14.  The  hens  call  their  chickens,  and  the  chickens  run  to 
their  mothers.  15.  The  hen-hawk  robs  the  poultry-yard  by 
day.  16.  The  owl  robs  the  poultry-yard  at  night.  17.  The 
owl  and  the  hawk  are  birds  of  prey.  18.  We  know  by  the 
shape  of  their  claws  that  the  owl  and  the  hawk  are  birds 
of  prey. 

Unite  2,  3,  by  "and:"  unite  7,  8,  by  "but:"  unite  9,  10,  by  "but:" 
unite  12,  13,  by  "and:"  unite  13,  14,  by  "then:"  unite  15,  16,  by 
"and" — using  "it"  instead  of  "robs  poultry-yard"  in  16:  unite  16, 
17,  by  "so." 


LESSON    XYI. 

THE  HAWK'S  BILL  AND  THE  OWL'S  BILL. 

1.  We  pick  up  things  with  our  hands.  2.  The  bird 
picks  them  up  with  its  bill.  3.  The  bird  has  no  lips  and 
no  teeth.  4.  The  bird  uses  its  bill  for  hands,  lips,  and 
teeth.  5.  The  hen's  bill  and  the  duck's  bill  are  almost 
straight.  6.  The  hawk's  bill  and  the  owl's  bill  are  curved 
and  hooked  at  the  end.  7.  The  cat  catches  birds  and  small 
animals  with  its  claws.  8.  We  sometimes  call  these  claws 
talons.  9.  The  cat  holds  its  game,  when  caught,  with  its 
claws,  and  tears  the  flesh  with  its  teeth.     10.  The  owl  and 


PAPwT   I.]  NATURAL    HISTORY   AOTD    LANGUAGE,  13 

the  hawk  catch  their  game  with  their  claws.  11.  When 
caught,  they  hold  it  with  their  claws,  and  tear  the  flesh 
with  their  beaks.  12.  If  I  look  on  one  side  of  an  Ameri- 
can silver  half-dollar  I  see  a  picture  of  an  eagle.  13.  The 
eagle's  bill  is  curved  and  hooked  at  the  end.  14.  Hawks, 
owls,  eagles,  and  other  birds  of  prey  have  curved  and  hook- 
ed bills. 

Unite  1,  2,  by  "  but :"  unite  3,  4,  by  "  so  it  "—omitting  "  the  bird :" 
unite  5,  6,  by  "  but :"  unite  7,  8;  by  "  and  :"  unite  10,  11,  by  "  and :" 
unite  12, 13,  by  "  and  "—using  "  his  "  for  "  eagles  "  in  13. 


LESSON  XVII. 

THE   HAWK'S  FOOT  ANT)   THE   OWL'S  FOOT. 

1.  These  are  pictures  of  a  hawk's  foot  and  of  an  owl's 
foot.  2.  The  nails  at  the  ends  of  the  toes  are  not  shaped 
like  the  hen's  nails.  3.  The  hawk's  nails  and  the  owl's 
nails  are  very  much  curved,  and  are  very  sharp  at  the  ends. 
4.  The  claws  are  almost  as  sharp  as  needles.  5.  The  hawk's 
claws  and  the  owl's  claws  are  shaped  like  the  cat's  claws. 
6.  The  hawk's  claws  and  the  owl's  claws  are  larger  and 
longer  than  the  cat's  claws.  7.  The  hawk,  the  cat,  and  some 
kinds  of  owls  catch  young  chickens,  young  ducks,  rab- 
bits, and  small  birds  with  their  claws.  8.  A  hawk  sits  a 
good  deal  of  the  time  upon  the  limb  of  a  dead  tree.  9.  He 
chooses  a  dead  tree  to  perch  on  because  there  are  no  leaves 
to  hide  the  view.  10.  When  sitting  in  this  way  he  is 
watching  for  game.     11.  Under  the  hawk's  toes  there  are 


14  NATURAL    HISTORY   AND   LANGUAGE.  [PART   I. 

little  pads.     12.  They  are  quite  rough.     13.  These  rough 
pads  keep  his  feet  from  slipping  on  the  limb. 

Unite  2,  3,  by  "  but " — using  "  they  "  instead  of  "  the  hawk's  nails 
and  owl's  nails :"  unite  5,  6,  by  "  but " — making  such  changes  as  the 
sense  requires  :  unite  11, 12,  by  "  which  " — omitting  "  they." 


LESSON  XVIII. 

A  MAN'S  EYE. 

1.  This  is  a  picture  of  a  man's  eye.  2.  In  the  centre  of 
the  eye  is  a  round  black  spot.  3.  It  is  called  the  pupil 
of  the  eye.  4.  It  seems  to  be  a  black  hole  in  the  eye. 
5.  When  we  go  out  into  the  sunlight  this  black  spot  be- 
comes very  small.  6.  It  is  not  much  larger  than  the  head 
of  a  pin.  7.  When  we  go  into  a  dark  room  this  black  spot, 
or  pupil,  becomes  quite  large.  8.  It  is  round  all  the  time. 
9.  A  good  deal  of  light  makes  the  pupil  very  small.  10.  A 
very  little  light  makes  the  pupil  large.  11.  In  a  dark  day 
the  pupil  is  larger  than  it  is  on  a  bright  day. 

Unite  1,  2,  by  "and:"  unite  2,  3,  by  "which" — omitting  "it:" 
unite  5,  6, by  "and" — omitting  "it:"  unite  9, 10,  by  "and." 


LESSON  XIX. 

THE  CAT'S  EYES. 


1.  Here  we  have  two  pictures  of  a  cat's  eye.  2.  The  pu- 
pil, or  the  black  part  of  these  eyes,  is  not  shaped  as  it  is  in 
our  eyes.     3.  In  our  eyes  the  pupil  is  round.     4.  In  the 


PART   I.]  NATURAL    HISTORY   AND    LANGUAGE.  15 

first  of  these  pictures  the  pupil  is  very  large,  and  covers 
a  large  part  of  the  ball  of  the  eye.  5.  It  is  not  round,  but 
is  curved  on  both  sides,  and  comes  to  a  point  at  the  top 
and  bottom.  6.  The  pupils  of  a  cat's  eyes  look  like  this 
when  she  goes  into  a  dark  room.  7.  The  cat  can  see  better 
than  we  can  in  the  dark,  because  the  pupils  of  her  eyes  are 
larger,  and  let  in  more  light.  8.  In  the  second  picture 
the  pupil  looks  almost  like  a  line  running  across  the  eye. 
9.  It  is  widest  in  the  middle,  and  tapers  to  a  point  at  each 
end.  10.  The  cat's  eyes  look  like  this  when  she  goes  out 
into  the  sunshine.  11.  When  the  cat's  pupils  are  of  this 
shape,  very  little  light  comes  into  her  eyes.  12.  The  bright 
sunshine  does  not  seem  to  trouble  the  cat  much.  13.  A 
good  deal  of  light  makes  our  pupils  and  the  cat's  pupils 
very  small.  14.  A  very  little  light  makes  them  large. 
15.  If  you  go  into  a  dark  room  where  there  is  a  cat,  her 
eyes  will  look  large  and  bright.  16.  An  owl's  eyes  look 
large  and  bright  in  a  dark  night. 

Unite  1,  2,  by  "but:"  unite  11,  12,  by  "so:"  unite   13,  14,  by 
"  and :"  unite  15, 16,  by  "  and." 


LESSOIST   XX. 

OUR  EYES,  THE   CAT'S  EYES,  AND   THE   OWL'S  EYES. 

1.  We  cannot  see  very  well  in  the  night.  2.  The  pupils 
of  our  eyes  do  not  become  large  enough.  3.  The  cat 
catches  most  of  her  prey  in  the  night.  4.  She  needs  eyes 
that  can  see  well  in  the  dark.  5.  The  pupils  of  her  eyes 
then  become  much  larger  than  ours,  and  let  in  more  light 


16  NATURAL    HISTORY   AND    LANGUAGE.  [PART   I. 

6.  The  pupils  of  the  owl's  eyes  are  round,  like  our  pupils, 
but  they  are  much  larger.  7.  He  catches  his  prey  in  the 
night,  and  needs  large  pupils  to  let  in  a  good  deal  of  light. 
8.  In  the  daytime  our  pupils  and  the  cat's  pupils  become 
very  small.  9.  In  most  kinds  of  owls  the  pupil  does  not 
become  very  small  in  the  sunshine.  10.  When  much  light 
goes  into  the  owl's  eyes  in  the  daytime  it  blinds  him,  and 
he  can  hardly  see  at  all.  11.  Because  of  this,  the  owl 
spends  most  of  his  time  in  the  daylight  in  a  hollow  tree,  or 
in  some  place  where  there  is  little  light.  12.  Too  much 
light  seems  to  pain  him. 

Unite  1, 2,  by  "  because :"  unite  3;  4,  by  "  so :"  unite  8, 9,  by  "  but :" 
unite  10, 11,  by  "  and." 


LESSON  XXI. 

THE    CAT'S-  CLAWS. 

1.  At  the  end  of  each  toe  in  a  cat's  foot  is  a  nail  or  claw. 
2.  Generally  only  the  ends  of  the  claws  can  be  seen.  3.  Most 
of  the  claw  is  drawn  up  under  the  fur  when  the  cat  is  at 
rest,  and  when  she  is  walking.  4.  When  the  cat  wishes  to 
scratch,  or  to  seize  her  prey,  she  can  push  out  her  claws. 
5.  Then  they  look  as  you  see  them  in  the  picture.  6.  The 
cat's  claws  are  very  strong,  very  much  curved,  and  very 
sharp.  7.  The  hawk,  the  owl,  and  the  eagle  have  claws  that 
look  like  the  cat's  claws.  8.  The  cat  can  catch  rats  and 
mice  with  her  claws.  9.  Some  kinds  of  owls  can  catch  rats 
and  mice.  10.  The  owls  use  their  sharp  talons  in  the  same 
way  as  the  cats  use  their  sharp  claws.     11.  The  cat  can 


PART   I.]  NATURAL    HISTORY    AND    LANGUAGE.  17 

climb  a  tree.      12.  She  puts  her  hooked  claws  upon  the 
rough  places  in  the  bark  and  pulls  herself  up. 

Unite  2,  3,  by  "for :"  unite  4,  5,  by  " and :"  unite  8,  9,  by  " and." 


LESSON  XXII. 

THE  CAT'S  FEET. 

1.  The  cat  has  four  feet.  2.  On  each  of  the  hind  feet 
there  are  four  toes.  3.  On  each  of  the  fore  feet  there  are 
five  toes.  4.  One  of  the  toes  on  each  of  the  fore  feet  does 
not  touch  the  ground  when  the  cat  walks.  5.  It  is  placed 
on  the  inside  of  the  leg,  quite  a  distance  above  the  other 
toes.  6.  This  toe  is  like  the  thumb  on  our  hand.  7.  On 
the  under  side  of  each  of  the  cat's  toes,  and  on  the  bottom 
of  her  foot,  there  is  a  soft  pad  or  cushion.  8.  When  the 
cat  walks  she  makes  very  little  noise,  because  of  these 
pads.  9.  When  she  goes  toward  her  prey  she  puts  two  of 
her  cushioned  feet  slowly  and  carefully  upon  the  ground, 
and  then  the  other  two.  10.  The  cat  walks  slowly  and 
carefully,  so  that  her  prey  may  not  know  that  she  is  com- 
ing. 11.  The  owl  catches  rats  and  mice.  12.  The  owl's 
feathers  are  soft  and  downy.  13.  The  owl  makes  no  more 
noise  in  flying  than  the  cat  makes  in  walking.  14.  The  owl 
has  soft  and  downy  feathers  to  help  him  move  silently  upon 
his  prey.  15.  The  cat  has  soft  and  padded  feet  to  help  her 
move  silently  upon  her  prey. 

Unite  1,  2,  by  "and :"  unite  3,  4,  by  "  and :"  unite  12, 13,  by  "  and" 
—using  "  he  "  instead  of  "  The  owl "  in  13  :  unite  14,  15,  by  "  and." 


18  NATURAL    HISTORY   AND   LANGUAGE.  [PART   I. 

LESSON  XXIII. 

THE  CAT'S  VOICE. 

1.  A  cat  can  mew,  and  purr,  and  screech.  2.  When  a 
cat  wants  you  to  open  the  door,  she  mews  softly.  3.  She 
seems  to  say,  "  Please  open  the  door."  4.  When  she  feels 
pleased,  she  purrs.  5.  Then  she  seems  to  say, "  I  am  very 
happy."  6.  When  she  calls  her  kittens  she  makes  a  soft 
noise,  which  sounds  like  pur-r-r.  7.  If  they  do  not  come, 
she  will  go  to  them  and  cuff  their  ears.  8.  If  any  one 
treads  on  a  cat's  tail,  or  on  her  toes,  she  gives  a  very  loud 
screech. 

Unite  2,  3,  by  " and" — omitting  "  she :"  unite  4.  5,  by  "  and." 


LESSON  XXIV. 

THE   TEETH   AND   THE   TONGUE   OF  A  CAT. 

1.  When  a  bird  has  a  sharp  beak,  very  much  curved,  we 
feel  pretty  sure  that  it  preys  upon  living  birds  and  small 
animals.  2.  It  is  not  a  sure  sign.  3.  The  parrot  has  a 
curved  beak.  4.  The  parrot  does  not  eat  the  flesh  of  birds 
and  other  animals.  5.  The  parrot  uses  his  curved  beak  to 
help  him  climb  trees.  6.  When  we  see  an  animal  with 
sharp  teeth  like  the  cat's,  we  feel  pretty  sure  that  its  food 
is  the  flesh  of  other  animals.  1.  Four  teeth  of  the  cat  are 
longer  and  sharper  than  the  others.  8.  Two  of  them  are  in 
the  upper  jaw,  and  two  are  in  the  lower.  9.  When  a  cat 
licks  your  hand  with  her  tongue  it  feels  rough.     10.  There 


PART   I.]  NATURAL    HISTORY    AND   LANGUAGE.  19 

is  something  on  the  tongue  like  teeth,  that  pricks  and  hurts 
a  little.  11.  The  upper  side  of  the  tongue  is  covered  with 
small  horny  claws,  all  pointing  toward  the  throat.  12.  The 
lion  and  the  tiger  are  only  large  cats.  13.  It  would  be 
dangerous  to  have  your  hand  licked  by  them.  14.  Their 
tongues  would  tear  the  flesh.  15.  The  sharp  curved  beaks 
of  the  owl  and  the  hawk  are  used  to  tear  the  flesh  of  their 
prey.  16.  Instead  of  a  sharp  curved  beak,  the  cat  has  very 
sharp  pointed  teeth  to  tear  the  flesh  of  her  prey.  IT.  The 
cat  uses  her  horny  tongue  to  lick  off  the  flesh  from  bones. 
18.  We  can  tell  that  an  animal  is  made  to  prey  on  other 
animals  by  the  shape  of  its  teeth  and  claws.  19.  We  can 
tell  that  a  bird  is  made  to  prey  on  other  birds  by  the  shape 
of  its  beak  and  claws. 

Unite  1,  2,  by  "  but :"  unite  4,  5,  by  "  but,"  making  such  changes 
as  the  sense  requires:  unite  9, 10,  by  "because:"  unite  12, 13,  by 
"but" 


PART    II. 
LESSON  I. 

THE  LITTLE  DUCKS  AND   THE  WORM. 

1.  One  day  a  little  duck  found  a  worm,  and  was  running 
off  with  it  as  fast  as  he  could.  2.  The  worm  was  very 
large  and  fat.  3.  Another  duck  saw  this  duck  running 
away  with  the  worm  in  his  mouth.  4.  The  second  duck 
wanted  a  piece  of  the  worm,  and  ran  after  the  first  duck. 
5.  After  a  long  chase,  the  second  duck  came  up  with  the 
first  duck,  and  caught  hold  of  one  end  of  the  worm.  6.  In 
the  picture,  both  ducks  are  pulling  and  tugging  at  the 
worm.  7.  "  Let  me  have  my  half,"  said  the  second  duck. 
8.  This  little  duck  was  a  lazy  fellow,  and  did  not  like  to 
find  worms  for  himself.  9.  "  I  found  the  worm,  and  it  is 
mine,"  said  the  first  duck.  10.  Just  then  the  worm  broke, 
and  both  the  little  ducks  tumbled  over  backward.  11.  The 
second  duck  cried,  as  he  gobbled  down  his  piece  of  the 
worm,  because  he  did  not  get  his  half. 

Note. — In  the  previous  lessons,  the  pupil  has  been  aided  in  studying  the  pict- 
ures and  telling  what  he  sees,  by  direct  questions.  We  now  appeal  to  another 
sense — that  of  hearing — and  help  the  pupil  to  reproduce  what  has  been  read, 
by  the  suggestive  words  in  the  lesson.  The  teacher  should  not  insist  upon  an 
exact  statement  of  the  words  read,  but  simply  that  the  story  be  told  in  correct 
sentences.  Before  reproducing  it  in  a  written  exercise,  it  should  be  given  oral- 
ly ;  and  it  would  be  well  to  be  sure  that  the  pupils  can  spell  the  words  correctly 


PART  II.]  NATURAL    HISTORY   AND    LANGUAGE.  21 

before  they  write  the  story.  Attention  should  be  called,  in  the  oral  exercises,  to 
the  division  into  sentences.  It  is  much  easier  to  train  the  ear  to  this  division 
than  to  give  any  definite  rules. 


LESSON  II. 

THE  FAMILY  HOMESTEAD. 

1.  In  the  picture  is  a  barrel  turned  over  on  its  side. 
2.  One  head  has  been  taken  out,  and  slats  nailed  over  the 
opening.  3.  Pieces  of  wood  have  been  put  under  its  sides 
to  keep  it  from  rolling,  and  under  each  end  to  keep  it  from 
tipping.  4.  It  now  stands  firm,  and  makes  a  very  good 
hen-coop.  5.  It  is  a  good  home  for  the  old  hen  and  her 
ten  children.  6.  The  old  hen  and  her  chickens  are  now 
outside  the  coop.  7.  The  chickens  are  small,  and  can  go 
between  the  slats ;  but  the  old  hen  cannot  go  between  them. 
8.  The  middle  slat  is  not  nailed  to  the  barrel,  but  is  sharp- 
ened at  one  end  and  pushed  down  into  the  ground.  9.  The 
upper  end  is  above  the  barrel,  and  is  whittled  off,  as  if 
for  a  handle.  10.  The  little  girl,  whose  name  is  Margaret, 
has  two  of  the  chickens  in  her  arms.  11.  She  is  the  daugh- 
ter of  the  owner  of  the  poultry-yard.  12.  She  calls  the  old 
hen  Mother  Hen-Pen,  and  one  of  the  chickens  that  she  has 
in  her  arms  she  calls  Chicken -Little.  13.  The  other  she 
calls  Biddy.  14.  The  old  hen  has  ruffled  up  her  feathers, 
and  is  walking  back  and  forth  before  the  coop.  15.  She  is 
afraid  the  little  girl  will  hurt  her  chickens.  16.  The  little 
girl  has  come  to  shut  up  the  old  hen  and  her  chickens  in 
the  coop. 


22  NATURAL    HISTORY   AND   LANGUAGE.  [PART   II. 

LESSON  III. 

THE  LITTLE  BOY  AND   THE  ANGRY  GEESE. 

1.  The  little  boy  is  running  away,  because  he  is  fright- 
ened. 2.  The  birds  that  are  running  after  him  are  geese. 
3.  I  know  they  are  not  ducks,  because  they  are  larger  than 
ducks,  and  have  longer  necks.  4.  If  the  geese  should  come 
up  with  him,  they  would  not  hurt  him.  5.  They  have  no 
teeth.  6.  They  have  nails  on  the  ends  of  their  toes,  but 
they  have  no  claws  like  the  cat's  claws.  7.  Geese  can  strike 
pretty  hard  blows  with  their  wings,  but  they  are  timid 
birds.  8.  The  geese  are  making  a  hissing  noise  at  the  little 
boy.  9.  The  little  boy's  hat  has  come  off,  because  he  is 
running  so  fast.  10.  If  he  should  turn  round  and  run  after 
the  geese,  they  would  run  away.  11.  But  he  is  afraid  of 
the  geese,  and  does  not  dare  to  run  after  them.  12.  They 
will  run  after  him  as  long  as  they  think  he  is  afraid. 


LESSON  IV. 

THE  MOTHER  AND  CHILDREN. 

1.  Old  Mother  Hen-Pen  is  a  good  scratcher,  and  takes 
good  care  of  her  children.  2.  Of  course  she  works  hard. 
3.  Any  mother  must  work  hard  to  feed  and  bring  up  ten 
children.  4.  Every  one  of  her  chickens  has  a  good  appe- 
tite, but  she  seems  to  know  just  where  to  go  to  find  plenty 
of  worms.  5.  She  does  not  scratch  in  dry  dirt.  6.  She 
knows  better  than  that.     7.  She  always  finds  some  damp 


PAKT  II.]  NATURAL    HISTORY   AND    LANGUAGE.  23 

ground.  8.  She  knows  that  the  worms  there  will  be  large 
and  lively.  9.  In  the  picture  she  is  giving  her  chickens  a 
lesson  in  dirt-scratching  and  worm-digging.  10.  The  old 
hen  knows  very  well  that  by -and -by  her  children  must 
scratch  dirt  for  themselves.  11.  Two  of  the  chickens  have 
pulled  out  of  the  ground  a  long  and  fat  worm.  12.  The  old 
hen  has  taken  hold  of  one  end  of  the  worm.  13.  She  is 
telling  them,  I  suppose,  not  to  jerk  the  worm,  but  to  pull 
steadily.  14.  The  old  hen  knows  very  well  that  it  is  the 
long  pull  and  the  steady  pull  that  gets  out  the  most  worms 
in  this  world. 


LESSON  Y. 

THE   GRASSHOPPER. 

1.  While  old  Mother  Hen-Pen  was  busy  digging  angle 
worms,  Chicken-Little  saw  a  large  grasshopper,  and  started 
to  run  after  it.  2.  When  the  grasshopper  saw  Chicken- 
Little  coming,  he  flew  up  into  the  air.  3.  Chicken-Little 
had  often  seen  his  mother  catch  grasshoppers,  so  he  felt 
sure  he  could  catch  this  one  without  any  help.  4.  He  was 
becoming  a  little  proud,  you  see.  5.  He  thought  how  nice 
it  would  seem  to  catch  a  large  grasshopper,  and  bring  it 
home  and  show  it  in  the  poultry-yard.  6.  So  Chicken-Lit- 
tle made  his  little  feet  fly  in  trying  to  keep  up  with  the 
grasshopper.  7.  The  end  of  it  was,  the  grasshopper  flew 
into  a  currant-bush  and  hid.  8.  Chicken  -  Little  heard  a 
noise  that  sounded  like  "  Chicker-ee-ee-ee."     9.  He  thought 

the  grasshopper  said  "  Chicken."      10.  It  made  him  very 

B 


24  NATURAL    HISTORY    AND    LANGUAGE.  [PART   H. 

angry,  because  lie  felt  that  he  was  no  longer  a  chicken. 
11.  He  had  begun  to  part  the  feathers  on  the  top  of  his 
head  in  the  middle.  12.  He  made  up  his  mind  to  punish 
the  grasshopper.  13.  While  running  about  to  find  him, 
his  feet  were  all  at  once  pulled  from  under  him. 


LESSON  VI. 

CHICKEN-LITTLE'S  MISHAP. 

1.  The  picture  shows  that  Chicken  -  Little  is  in  great 
trouble.  2.  His  leg  is  caught  by  a  thread.  3.  His  mouth 
is  wide  open,  and  he  is  peeping  loudly.  4.  He  is  pulling 
very  hard,  and  trying  to  break  the  string.  5.  Two  or  three 
hens  are  standing  by,  and  their  mouths  are  wide  open. 
6.  They  are  cackling  with  all  their  might ;  but  whoever 
knew  a  string  to  be  broken  by  cackling?  7.  Other  hens 
are  running  this  way  and  that,  and  doing  everything  except 
the  right  thing.  8.  The  old  rooster  is  standing  on  a  hen- 
coop, and  is  not  at  all  excited.  9.  One  hen  went  up  to  him, 
and  asked  him  if  he  could  not  help  the  chicken.  10.  He 
said  they  might  all  get  hold  of  the  chicken  and  pull,  and 
something  would  have  to  give  way.  11.  The  picture  shows 
an  old  hen  rushing  along  with  outspread  wings,  and  nine 
chickens  running  after  her  as  fast  as  they  can.  12.  The 
old  hen  is  Mother  Hen -Pen,  running  to  take  care  of  her 
child.  13.  She  did  not  stop  and  cackle,  but  put  her  big 
foot  on  the  thread  and  broke  it,  like  a  sensible  hen. 
14.  Then  the  old  hen  clucked  sharply  to  Chicken  -  Little. 


PART  II.]  NATURAL    HISTORY   AND    LANGUAGE.  25 

15.  He  limped  along  close  to  his  mother,  and  she  walked 
away  very  fast,  as  though  something  was  going  to  happen 
by-and-by. 


LESSON  VII. 

FAMILY   TROUBLES. 
THE    BILL   TEST. 

1.  The  owner  of  the  poultry-yard  wanted  some  ducks; 
so  he  put  some  duck's  eggs  under  an  old  hen,  for  her  to 
hatch.  2.  Some  days  after  she  had  hatched  the  eggs,  she 
began  to  feel  that  something  was  wrong  about  her  chick- 
ens. 3.  The  old  hen  found  that  when  she  went  by  a  pud- 
dle of  water,  her  chickens  would  jump  into  it,  and  seem 
very  much  pleased.  4.  She  brought  the  whole  ten  to  the 
rooster,  and  asked  him  to  see  whether  they  were  ducks  or 
chickens.  5.  The  old  hen  told  the  rooster  that  she  was  not 
going  to  worry  and  cluck  herself  hoarse  over  other  folks' 
children — not  if  she  knew  herself,  and  she  thought  she  did. 
6.  It  was  only  the  other  day,  she  said,  that  she  found  them 
eating  polliwigs  in  a  mud-puddle !  7.  The  rooster  told  her 
it  was  best  to  be  calm  about  it.  8.  "  You  are  excited,"  he 
said ;  " you  meant  to  say  tadpoles,  not  polliwigs"  9.  He 
called  one  of  the  little  fellows  to  him,  and  told  him  to  open 
his  mouth.  10.  In  the  picture,  the  little  duck  has  his  mouth 
open,  and  the  rooster  is  looking  very  carefully  at  the  bill. 
11.  A  number  of  hens  are  standing  round  to  hear  what  the 
rooster  will  say.  12.  He  was  very  much  puzzled,  and  said 
that  he  was  not  sure.     13.  "  Their  bills,  I  think,  look  very 


26  NATURAL    HISTORY   AND   LANGUAGE.  [PART   II. 

much  like  the  small  clam-shells  that  we  see  on  the  sea- 
shore. 14.  If  they  are  a  new  kind  of  chickens,  they  ought 
to  be  called  Clam-Bills." 


LESSON  Yin. 

THE  WATER   TEST. 

1.  The  hens  were  not  satisfied ;  they  felt  sure  there  was 
some  way  of  telling  whether  the  little  things  were  ducks 
or  chickens.  2.  They  told  the  rooster  that  the  mother  felt 
very  badly  about  it,  and  that  something  ought  to  be  done. 

3.  The  rooster  said  he  would  do  all  he  could,  but  he  thought 
the  best  way  would  be  to  kill  the  whole  lot,  and  begin  again. 

4.  One  hen  tossed  her  head,  and  said  to  another,  "  Isn't  that 
just  like  a  rooster?  5.  Suppose  the  little  things  should 
turn  out  to  be  chickens  after  all,  how  would  the  mother 
feel  after  they  were  dead  ?"  6.  They  sighed,  looked  at  the 
rooster,  and  then  looked  at  each  other.  7.  "Heigh-ho !" 
said  the  rooster,  "  things  are  not  as  they  used  to  be  when  I 
was  young.  8.  Then  a  rooster  was  a  rooster,  a  hen  was  a 
hen,  and  chickens  did  not  have  bills  like  a  shovel !  9.  Then 
a  rooster  had  a  tail"  —  and  he  looked  behind  at  the  two 
long  feathers  in  his  own  tail.  10.  One  hen  thought  it 
would  be  a  good  plan  to  take  the  little  fellows  out  to  a 
water-pan  in  the  yard.  11.  "  Then,"  said  she,  "we  can  look 
at  their  feet,  and  if  we  find  the  toes  joined  together,  and 
the  young  things  want  to  get  into  the  water,  that  will  set- 
tle it."  12.  In  the  picture,  the  whole  company  have  come 
to  the  pan  of  water.      13.  The  rooster  made  one  of  the 


PART   II.]  NATURAL    HISTORY    AND    LANGUAGE.  27 

good-natured  little  fellows  turn  over  on  his  back  and  put 
up  his  feet ;  they  were  webbed.  14.  The  others  jumped 
into  the  water.  15.  "  I  told  you  so,"  said  the  hen ;  "  that 
proves  it ;  they  are  ducks." 


LESSON  IX. 

THE  WADDLE  TEST. 

1.  Most  of  the  hens  thought  it  had  been  proved  that  the 
little  fellows  were  ducks.  2.  Old  Mother  Kedarcut  said  she 
knew  a  great  deal  about  chickens,  because  she  had  none  of 
her  own,  and  spent  all  her  time  in  telling  mothers  how  to 
manage  their  chickens.  3.  She  said  the  true  way  to  tell  a 
duck  from  a  chicken  was  to  see  if  it  waddled  when  it 
walked.  4.  None  of  the  hens  thought  the  old  hen  knew 
much,  but  they  were  willing  to  please  her.  5.  She  drew  a 
long,  straight  line  across  the  poultry-yard  with  the  middle 
claw  of  one  of  her  feet.  6.  Then  she  put  old  Mother 
Feather -Top  at  one  end  of  the  line,  and  another  hen  at 
the  middle,  and  was  to*  take  her  own  place  at  the  other  end. 
7.  Mother  Kedarcut  then  took  the  ten  little  ducks,  and  ten 
chickens  of  the  same  age  as  the  ducks,  and  put  them  in  a 
bunch  near  Mother  Feather-Top.  8.  Mother  Feather-Top 
was  to  make  them  pass  along  the  line,  one  by  one,  with 
the  middle  toe  on  the  line,  until  they  came  to  the  middle 
hen,  and  she  was  to  call  out,  "Which!"  9.  Then  Mother 
Kedarcut  was  to  answer  duck  or  chicken,  just  as  she  thought 
by  the  waddle.     10.  The  old  hen  then  put  herself  at  her 


28  NATURAL    HISTORY    AND    LANGUAGE.  [PART   II. 

own  end  of  the  line,  and  everything  was  ready.  11.  She 
called  out  to  Mother  Feather-Top,  "  You  can  say  chicken 
with  every  one,  and  try  to  put  me  out  all  you  can ;  I  am 
sure  to  be  right  every  time."  12.  The  end  of  it  was,  the 
old  hen  called  out  duck  nineteen  times,  and  chicken  only 
once ;  and  ended  by  saying,  "  I  told  you  so ;  they  are  all 
chickens." 


LESSON  X. 

CHICKEN-LITTLE   PUTS  IN  AN  APPEARANCE. 

1.  She  felt  that  she  had  made  a  great  discovery.  2.  Then 
she  began  to  flap  her  wings,  and  acted  as  though  she  was 
going  to  crow.  3.  One  of  the  young  roosters  called  out, 
"Hear !"  4.  By  this  time,  Mother  Kedarcut's  head  was  very 
much  muddled.  5.  She  began  to  run  up  and  down  the  line, 
calling  out  which,  duck,  chicken,  just  as  it  happened ;  no 
matter  whether   she   was   at  the   ends   or   at  the   middle. 

6.  After  awhile  she  squatted  down  at  the  middle  of  the  line, 
and  began  to  say  which,  which,  which,  as  fast  as  she  could. 

7.  When  written,  the  words  would  look  like  this :  WHICH, 
WHICH,  WHICH,  which,  which,  which,  which,  and  end  in  a 
whisper.      8.   The   poor   old   hen   was   crazy  all   through. 

9.  At  last  she  turned  over  on  her  side,  stretched  out  her 
neck,  drew  in  her  legs,  doubled  up  her  toes,  and  was  gone ! 

10.  Her  plan  of  telling  ducks  from  chickens,  by  their 
waddling  when  they  walked,  had  been  too  much  for  her. 

11.  The  other  hens  had  long  ago  left  her,  and  gone  to  their 
work.     12.  They  are  scattered  here  and  there  over  the  poul- 


PART   II.]  NATURAL    HISTORY   AND    LANGUAGE.  29 

try-yard,  and  are  very  busy.  13.  Chicken-Little  is  on  the 
top  of  a  hen-coop.  14.  He  is  older  and  larger  than  he  was 
when  his  leg  was  entangled  in  the  thread,  but  I  do  not 
think  he  is  any  wiser.  15.  As  he  grows  large,  he  grows 
proud.  16.  He  begins  to  be  ashamed  of  keeping  close  to 
his  mother  all  the  time.  17.  He  tries  to  take  long  steps, 
like  the  rooster,  and  to  hold  his  head  up  high  and  look  im- 
portant. 18.  He  likes  to  hear  the  rooster  crow,  and  tries  to 
crow  himself. 


LESSON  XL 

THE   DANGER  AND   THE   RESCUE. 

1.  After  Chicken-Little  got  upon  the  hen-coop,  he  thought 
he  would  practise  a  little  at  crowing.  2.  He  stretched  out 
his  neck,  just  as  he  had  seen  the  rooster  do,  napped  his 
little  wings,  and  made  a  queer  little  noise.  3.  It  did  not 
sound  much  like  crowing.  4.  It  seemed  very  loud,  though, 
to  Chicken-Little.  5.  Then  he  jumped  down,  and  went  to 
a  heap  of  straw  and  dried  eel-grass,  in  a  corner  of  the  yard. 
6.  He  scratched  away  awhile  at  the  pile,  and  found  a  few 
worms  and  seeds,  which  he  ate.  7.  He  took  hold  of  a  long 
piece  of  eel -grass,  and  tried  to  swallow  it.  8.  Eel-grass 
grows  in  long,  narrow  strips.  9.  He  did  not  see  that  the 
strip  was  double,  and  that  there  was  a  loop  at  the  end. 
10.  He  had  it  almost  down,  when  the  loop  slipped  below 
the  underside  of  his  bill,  and  he  could  not  get  the  eel- 
grass  up  or  down.  11.  Finding  he  was  choking,  he  ran  out 
into  the  yard.     12.  The  hens  all  ran  up  to  help  him,  among 


30  NATURAL    HISTORY    AND    LANGUAGE.  [PART   II. 

the  rest  his  mother.  13.  She  saw  what  the  trouble  was, 
and  took  hold  of  the  loop  with  her  bill,  and  pulled  out 
the  eel-grass.  14.  Chicken-Little  was  now  all  right  again. 
15.  His  mother  looked  at  him  sternly  for  a  moment,  and 
then  punished  him.  16.  She  gave  him  seven  or  eight  hard 
pecks  on  the  top  of  his  head.  17.  His  mother  did  right. 
18.  In  the  picture  Chicken-Little  has  his  head  down,  and  is 
looking  very  meek.  19.  The  tears  are  rolling  down  his 
cheeks.  20.  One  of  the  hens  had  heard  him  try  to  crow, 
and  said  she  thought  he  would  have  to  tarry  somewhere 
until  his  feathers  were  grown.  21.  He  felt  too  sorry  to  be 
angry  at  the  insult.  22.  To  be  punished  by  his  mother, 
and  laughed  at  by  an  old  hen,  it  was  too  much. 


LESSON  XII. 

SOMETHING  VERY   STRANGE. 

1.  All  this  time  Mother  Kedarcut  has  been  lying  with 
her  claws  curled  up.  2.  Somebody  ran  and  told  the  poul- 
try that  the  old  hen  was  dead.  3.  They  all  came  up  and 
stood  round  her,  looking  very  sorry.  4.  u  She  has  the  pip," 
said  one.  5.  "  She  has  the  blind  staggers"  said  another. 
6.  "  The  poor  old  hen  studied  the  waddle  question  too 
hard,  and  is  dead,"  said  a  third.  7.  In  this  picture  one  leg 
is  stretched  out,  and  the  claws  on  that  leg  are  straight. 
8.  While  the  hens  were  looking  at  her,  the  little  ducks 
came  near,  and  began  to  poke  round  the  old  hen.  9.  They 
all  thought  she  was  dead ;   when — all  at  once — out  went 


PART  II.]  NATURAL    HISTORY   AND    LANGUAGE.  31 

one  foot,  and  over  went  a  duck.  10.  Then  out  went  the 
other,  and  over  went  another  duck.  11.  Then  she  began 
to  kick  so  fast  that  you  could  hardly  see  her  feet ;  they 
fairly  seemed  to  fly.  12.  "Why,"  said  the  rooster,  "the 
dead  hen  is  kicking!"  13.  Pretty  soon  the  old  hen  sat 
up,  and  a  strange,  buzzing,  clicking  sound  was  heard. 
14.  Shortly  there  came  out  of  her  mouth  these  words: 
which,  WHICH,  WHICH,  WHICH,  WHICH,  WHICH,  first  in  a 
whisper,  and  then  very  loud.  15.  "  We  have  seen  strange 
things  to-day,"  said  the  rooster,  looking  sternly  at  the  hens. 
16.  "We  know  now  what  happens  to  an  old  hen,  that  has 
no  chickens  of  her  own,  when  she  meddles  with  other  hens' 
chickens !" 


LESSON  XIII. 

THE  GREAT  SHIPWRECK  ON  THE  DUCK-POND. 

1.  One  unruly  chicken  can  make  a  great  deal  of  trouble 
in  a  poultry-yard ;  and  two  of  this  kind  in  the  same  brood 
can  make  four  times  as  much  trouble  as  one.  2.  In  the 
picture,  two  chickens  are  on  a  board  near  one  side  of  the 
pond.     3.  The  wind  is  howling  and  the  waves  are  roaring. 

4.  The   chickens    are  wrecked,  and   are  in   great   danger. 

5.  The  trouble  came  about  in  this  way.      6.  Old  Mother 

Hen -Pen  and  her  ten  children  came  near  the  pond  after 

food.      7.  One  end  of  a  board  rested  on  the  shore  of  the 

pond,  and  the  other  end  was  floating  on  the  water.     8.  Miss 

Biddy  saw  a  kernel  of  corn  lying  on  the  board,  and  ran 

out  to  get  it.     9.  The  kernel  was  large,  and  Biddy's  mouth 

B2 


32  NATURAL    HISTORY    AND    LANGUAGE.  [PART   II. 

was  small.  10.  While  she  was  trying  to  swallow  the  corn, 
Chicken-Little  saw  her,  and  ran  up  to  get  the  kernel  away 
from  Biddy.  11.  They  ran  first  to  one  side  of  the  board, 
and  then  to  the  other.  12.  The  shore-end  of  the  board  was 
loosened,  and  it  slid  into  the  water.  13.  The  chickens  are 
now  on  the  raging  waters  of  the  duck-pond.  14.  The  old 
hen  has  seen  their  danger,  and  is  rushing  with  outspread 
wings  away  from  the  pond.  15.  She  is  after  help  to  save 
her  children  from  drowning.  16.  She  thought  she  would 
go  to  the  rooster  first. 


LESSON  XIY. 

COME    AND    HELP! 

1.  In  the  picture  the  old  hen  is  talking  to  the  rooster. 
2.  All  the  hens  and  chickens  have  come  together  to  hear 
Mother  Hen-Pen  tell  her  story.  3.  When  she  came  near 
the  rooster,  he  was  standing  on  a  hen-coop,  crowing  very 
busily, — but  he  politely  stopped  to  hear  what  the  old  hen 
had  to  say.  4.  She  screamed  out  that  her  children  were 
drowning, — and  asked  him  if  he  had  the  heart  not  to  help 
save  her  dear  children  from  a  watery  grave  at  the  bottom 
of  the  pond.  5.  The  rooster  looked  lazily  toward  the  pond, 
and  said  that  most  likely  if  they  were  drowned  they  would 
float.  6.  He  saw  no  cause  for  alarm.  7.  He  had  no  doubt, 
he  said,  that  everything  would  come  out  right,  and  that  the 
wind  would  drive  the  corpses  ashore.  8.  All  the  hens 
called  out,  "  Shame  !"  and  one  little  hen  said,  "  They  are  all 
alike.     9.  Put  spurs  on  a  bird's  legs,  and  two  long  feathers 


PART   II.]  NATURAL    HISTORY    AND    LANGUAGE.  33 

in  his  tail,  and  that  is  what  you  get !  10.  He  can  crow 
and  look  big,  but  who  ever  heard  of  a  rooster  that  cared 
for  the  chickens?  11.  I  wish  I  weighed  ten  pounds." 
12.  All  the  hens  looked  as  if  they  were  going  to  hustle  him 
and  peck  him.  13.  If  they  had,  he  would  have  been  hen- 
pecked all  over.  14.  The  rooster  smiled  loftily  at  the  little 
hen,  and  said  that  he  would  think  the  matter  over,  and  see 
what  was  best  to  be  done.  15.  By  this  time  the  old  gander, 
the  old  gobbler,  and  all  the  rest  of  the  poultry  had  come 
near  to  hear  what  was  going  on. 


LESSON  XV. 

THEY  FORM  A  PLAN. 

1.  In  this  picture,  the  old  gobbler,  the  old  gander,  and  all 
the  rest  of  the  poultry  are  going  toward  the  pond.  2.  Old 
Mother  Hen-Pen  is  leading  the  way.  3.  She  is  very  much 
excited,  and  all  her  feathers  are  ruffled  up.  4.  They  are 
walking  in  single  file.  5.  Next  behind  the  old  hen  is  the 
old  gobbler  and  the  duck,  then  the  old  gander.  6.  The 
rooster  is  behind  them.  7.  Behind  the  rooster  are  the 
hens  and  chickens.  8.  The  wrecked  chickens  will  be  saved  ! 
9.  A  little  while  ago  all  was  confusion,  and  everybody  want- 
ed somebody  to  do  something.     10.  Now  they  have  a  plan  ! 

11.  The  old  gobbler,  the  old  gander,  and  the  duck,  have  a 
plan    apiece,  and   they   are    going   to    save   the   chickens. 

12.  The  old  gobbler  has  long  legs,  and  can  wade  in  very 
deep  water.     13.  The  old  gander  and  the  duck  are  old  sail- 


34  NATURAL    HISTORY   AND    LANGUAGE.  [PART    II. 

ors,  and  of  course  know  how  to  save  people  from  drowning. 
14.  On  the  way  down  to  the  water,  one  young  hen  said  to 
another,  "  See  that  old  turkey ;  his  feet  look  like  three-tined 
hay-forks!"  15.  "Yes,"  said  the  other,  "and  look  at  the  red 
legs  of  that  old  gander !  16.  His  feet  look  like  soup-ladles !" 
17.  Then  both  those  little  hens  looked  at  their  own  delicate 
feet,  and  then  they  looked  at  each  other.  18.  That  is  al- 
ways the  way.  19.  When  birds  have  great  plans  in  their 
heads,  great  duties  to  perform,  and  great  feet,  they  must 
expect  some  such  talk.  20.  Will  delicate  feet  save  chickens 
from  drowning  ? 

LESSON  XYI. 

THE  TRIAL  OF  THE  PLANS. 

1.  The  wrecked  chickens  are  now  near  the  middle  of  the 
pond.  2.  The  wind  is  still  howling,  and  the  waves  are 
roaring.  3.  One  great  wave  has  just  rolled  up  on  the 
board,  and  has  wet  the  bottoms  of  the  chickens'  feet. 
4.  That  shows  how  great  the  danger  is.  5.  The  old  gander, 
the  old  gobbler,  and  the  duck  are  standing  on  the  shore, 
very  near  the  water.  6.  If  the  chickens  were  going  to 
Europe,  or  some  other  far-off  place,  it  looks  as  if  the  poul- 
try might  have  come  down  to  see  them  off.  7.  Now  some 
one  will  say,  "Nonsense!  you  cannot  go  to  Europe  over  a 
duck-pond."     8.  Such  a  person  does  not  understand  things. 

9.  You   can  go   to   Europe   easily   enough    over   a  pond. 

10.  One  way  is  to  make  the  pond  larger.  11.  The  other 
way  is  to  bring  Europe  nearer  the  pond.     12.  The  old  gan- 


PART   II.]  NATURAL    HISTORY    AND    LANGUAGE.  35 

der  tried  his  plan  to  save  the  chickens.  13.  He  screamed 
out,  "  Spread — your — wings — and — fly — to — the — shore!" 
14.  You  see  he  is  standing  on  one  foot,  and  the  other  is 
pushed  forward.  15.  The  wind  is  blowing  very  hard. 
16.  He  thought  he  would  make  a  kind  of  trumpet  of  his 
foot,  and  let  his  voice  go  through  that.  17.  He  wanted  to 
be  sure  of  making  the  chickens  hear,  but  his  leg  was  not 
long  enough  to  reach  his  mouth.  18.  The  chickens  did 
not  flap  their  wings  and  rise  up  from  the  water,  as  he 
thought  they  would. 

LESSOR  XVII. 

STICK  TO   THE  BOARD. 

1.  Of  course  the  trouble  was,  they  did  not  hear.  2.  The 
wind  was  blowing  very  strong,  and  the  gander's  speaking- 
trumpet  would  not  work.  3.  Then  the  old  gobbler  tried 
his  plan.  4.  "Jump — off — from — the — ship — and — wade 
— to — the — shore!"  5.  His  voice  was  very  hoarse,  and 
sounded  like  water  running  out  from  a  jug  when  you  turn 
it  bottom  side  up.  6.  He  thought  this  must  be  the  way 
sea-captains  talk  in  a  storm  ;  but  the  chickens  did  not  jump. 
7.  Then  the  duck  tried  his  plan.  8.  "  Dive — into — the — 
water — and — swim — for — the — land!"  but  the  chickens 
did  not  dive  and  swim.     9.  The  old  hen  was  half  crazy. 

10.  She  knew  that  such  plans  could  not  save  her  children 
from  a  watery  grave,  because  they  had  no  wings  to  fly 
with,  their  legs  were  very  short,  and  they  could  not  swim. 

11.  So  the  sensible  old  hen  shouted  at  the  top  of  her  voice, 


36  NATURAL    HISTORY    AND    LANGUAGE.  [PART    II. 

"  Stick  to  the  board !  if  you  jump  off,  I  will—"  12.  The 
rest  that  she  said  could  not  be  heard,  for  the  wind  blew 
very  hard  just  then.  13.  At  this  moment  the  ship  struck 
with  a  loud  crash  upon  the  rocks  on  the  shore.  14.  The 
chickens  were  almost  thrown  from  their  feet  by  the  shock. 
15.  Every  timber  in  the  vessel  trembled.  16.  In  the  pict- 
ure the  old  gobbler,  the  gander,  and  the  duck  are  looking 
at  the  old  hen.  17.  They  feel  disgusted  with  her,  because 
she  has  spoiled  their  plans.  18.  "  The  chickens  could  have 
been  saved  easily  enough,"  grumbled  the  old  gobbler,  "if 
it  had  not  been  for  that  fussy  old  hen." 


LESSON  XYIII. 

THE  ESCAPE  FROM  THE  WATERS. 

1.  The  chickens  have  landed  from  the  wreck,  but  they 
are  not  in  Europe.  2.  The  ship  was  not  much  hurt  by 
striking  upon  the  rocks,  and —  I  declare,  the  little 
wretches  are  fighting  again !  3.  They  have  lowered  their 
heads  and  ruffled  up  the  feathers  on  their  necks,  and  are 
fighting,  I  suppose,  because  they  love  to  fight.  4.  I  am 
glad  to  say  that  the  kernel  of  corn  lies  in  the  mud  at  the 
bottom  of  the  pond,  so  they  cannot  fight  any  more  about 
that.  5.  They  dropped  it  on  the  way  across  the  pond. 
6.  The  old  hen  is  rushing  with  outspread  wings  along  the 
shore  toward  the  two  chickens.  7.  Now,  some  one  will 
say,  "  Why  did  not  the  man  that  made  the  picture  show  us 
what  the  old  hen  did  when  she  came  up  to  her  chickens?" 


PART  II.]  NATURAL    HISTORY    AND    LANGUAGE.  37 

8.  Of  course  she  kissed  them.  9.  They  have  been  saved 
from  a  watery  grave,  you  know.  10.  Perhaps  the  man  that 
made  the  picture  was  afraid  to  show  the  old  hen  kissing 
her  chickens.  11.  Perhaps  he  knew  that  she  would  kiss 
them  with  a  very  loud  smack,  that  might  wake  up  the 
owner  of  the  poultry-yard,  if  he  was  taking  a  nap.  12.  At 
any  rate,  he  has  put  the  hen  where  she  is,  and  all  chickens 
can  learn  three  lessons  from  this  story.  13.  The  first  lesson 
is,  do  not  quarrel  about  a  kernel  of  corn.  14.  The  second 
is,  do  not  quarrel  near  the  water.  15.  The  third  is,  do  not 
go  near  the  water,  if  you  cannot  fly,  or  swim,  or  wade. 


LESSON  XIX. 

THE  MEMBERS  OF  THE  FAMILY. 

1.  Here  is  the  whole  family.  2.  The  father  is  sitting  on 
the  piazza,  reading.  3.  He  is  the  owner  of  the  poultry-yard. 
4.  The  mother  is  sitting  near  him,  sewing.  5.  Bose,  the 
dog,  is  sitting  on  his  haunches.     6.  He  belongs  to  John. 

7.  John  is  the  oldest  of  the  children,  and  is  talking  to  Bose. 

8.  Margaret  is  the  oldest  daughter.  9.  James,  the  other 
son,  is  younger  than  Margaret.  10.  Bessie  is  the  youngest 
of  the  family.  11.  You  may  know  James  in  a  picture, 
because  he  always  has  his  hands  behind  his  back.  12.  Tom, 
the  cat,  is  lying  near  the  feet  of  the  mother.  13.  He  be- 
longs to  Bessie.  14.  She  is  trying  to  get  Tom  out  to  have 
a  romp  upon  the  grass.  15.  She  is  about  to  roll  a  ball, 
and  has  called  Tom  to  run  after  it.     16.  Tom  has  opened 


38  NATURAL    HISTORY    AND    LANGUAGE.  [PART    II. 

one  eye,  but  does  not  wish  to  move.  17.  His  kitten  days 
are  nearly  over*  18.  Margaret  has  brought  old  Mother 
Hen -Pen  and  her  ten  chickens  upon  the  lawn  in  front 
of  the  house,  to  show  them  to  her  father  and  mother. 
19.  Chicken-Little  and  Miss  Biddy  are  standing  near  each 
other.  20.  They  are  older  than  they  were  when  they  were 
wrecked  on  the  dark  waters  of  the  duck-pond,  and  it  is  to 
be  hoped  that  they  are  wiser.  21.  The  other  chickens  of 
Mother  Hen-Pen's  family  have  no  names,  and  perhaps  that 
is  the  best  part  of  them.  22.  James  has  no  pets.  23.  He 
keeps  near  his  mother.  2-1.  We  shall  hear  more  of  all  the 
family  by-and-by. 

LESSON  XX. 

PIN-FEATHERS. 

1.  In  the  picture  is  a  toad.  2.  A  number  of  chickens 
are  standing  round  it.  3.  They  are  of  all  sizes  and  ages. 
4.  None  of  them  have  ever  seen  a  toad.  5.  The  younger 
chickens  seem  to  think  that  it  is  a  new  kind  of  bird,  but 
none  of  them  have  ever  seen  a  bird  with  four  legs.  6.  A 
fly  lighted  on  a  stick  near  the  toad.  7.  The  toad's  tongue 
darted  out,  and  the  fly  was  no  longer  on  the  stick.  8.  One 
of  the  chickens  looked  as  though  he  thought  a  piece  of 
lightning  had  come  out  of  the  toad's  mouth,  and  had  struck 
the  fly.  9.  "Oh,  my!"  said  another,  "did  you  see  that 
mouth?"  10.  When  the  toad  swallowed  the  fly,  he  shut  his 
eyes.  11.  All  the  chickens  shut  their  eyes  and  swallowed 
too.     12.  The  fly  seemed  to  tickle  the  toad's  throat  as  it 


PART   II.]  NATURAL    HISTORY    AND    LANGUAGE.     .  39 

went  down,  and  he  put  up  one  of  his  fore  paws  and  rub- 
bed his  stomach.  13.  Every  one  of  the  chickens  put  up  a 
foot  apiece  and  rubbed  his  throat.  14.  An  old  hen  saw  the 
chickens  going  through  these  strange  antics.  15.  She  came 
striding  through  the  ring,  and  her  big  feet  came  down  on 
the  backs  of  all  the  chickens  that  did  not  get  out  of  the 
way. 


LESSOR  XXI. 

WICKED   DICK. 

1.  After  the  old  hen  had  got  inside  of  the  ring,  she  low- 
ered her  head  and  looked  at  the  toad  with  one  eye.  2.  The 
toad  wanted  to  jump.  3.  So  he  gave  a  leap.  4.  At  that 
moment  the  hen  raised  her  head  a  little,  and  the  toad  struck 
against  it  and  tumbled  over  on  his  back.  5.  The  old  hen 
looked  at  him  curiously  for  an  instant,  then  she  spread  her 
wings  and  napped  them.  6.  "  Go  away,  children,"  she 
called  out,  "  it  is  nothing  but  a  toad !"  7.  The  chickens 
scattered.  8.  The  picture  shows  the  toad  lying  on  his  back, 
with  his  feet  wriggling  in  the  air.  9.  The  old  hen  is  flap- 
ping her  wings,  and  the  chickens  are  running  in  all  direc- 
tions. 10.  One  of  the  chickens  in  the  picture  is  standing 
apart  from  the  rest.  11.  He  has  his  mouth  open,  one  leg 
is  pushed  out  behind,  and  the  wing  on  that  side  is  stretched 
out  with  the  leg.  12.  He  is  gaping,  and  saying,  "  Ho,  hum  !" 
13.  That  is  his  way  of  saying  that  he  does  not  care  any- 
thing about  the  toad.  14.  I  am  sorry  to  say  that  he  is  the 
worst  chicken  in  the  poultry-yard.     15.  The  children   call 


40  NATURAL    HISTORY    AND    LANGUAGE.  [PART   II. 

him  Wicked  Dick.  16.  He  does  not  care  about  anything 
that  is  good.  17.  He  has  come  to  the  pin-feather  age,  and 
the  pin-feather  age  for  chickens  may  be  the  best  age  or  the 
worst  age. 


LESSON  XXII. 

THE   PERSEVERING  HEN. 

1.  The  pin-feather  age  is  the  age  when,  if  the  chicken  is 
going  to  be  good,  the  goodness  shows  itself  at  the  time  the 
feathers  begin  to  come  out.  2.  If  he  is  going  to  be  bad, 
the  evil  seems  to  come  out  with  the  feathers.  3.  There  is 
no  doubt  about  it,  Dick  is  a  very  ill-looking  bird.  4.  He 
is  a  rowdy.  5.  If  chickens  wore  hats,  Wicked  Dick  would 
wear  his  on  one  side  of  his  head.  6.  As  it  is,  his  comb  lops 
over  on  one  side.  7.  If  there  is  any  fighting  going  on, 
Wicked  Dick  is  sure  to  run  and  see  it.  8.  The  fellow  is  on 
the  road  to  ruin.  9.  A  very  curious  thing  happened  when 
he  was  young.  10.  John  had  a  hen  that  wanted  to  sit  on 
some  eggs.  11.  He  took  away  the  eggs,  but  that  did  no 
good.  12.  The  old  hen  stuck  to  her  nest.  13.  John  piled 
some  bricks,  one  above  the  other,  about  a  foot  high  above 
the  nest,  but  left  a  hole  between  the  rows  of  bricks. 
14.  The  old  hen  was  not  to  be  beaten  in  that  way.  15.  She 
climbed  the  pile  and  ■  sat  on  the  hole.  16.  The  picture 
shows  the  hen  on  her  nest  of  bricks.  IT.  After  awhile 
another  hen  hatched  a  brood  of  chickens,  and  John's  hen 
went  to  the  new  brood  and  began  to  cluck.  18.  The 
mother  hen  drove  her  away  a  number  of  times,  but  she 


PART   II.]  NATURAL    HISTORY    AND    LANGUAGE.  41 

came  back  every  time  and  kept  on  with  her  clucking. 
19.  Wicked  Dick  was  not  very  bright,  and  went  sometimes 
with  one  hen,  and  sometimes  with  the  other. 


LESSON  XXIII. 

A  PORTRAIT. 

1.  Of  course  in  this  way  he  got  no  training,  poor  fellow. 

2.  He  did  not  know  which  of  the  hens  was  his  mother. 

3.  He  did  not  even  know  whether  he  had  any  mother. 

4.  By-and-by  neither  of  the  hens  would  own  him.  5.  He 
grew  worse  and  worse.  6.  He  is  a  great  loafer  in  the  poul- 
try-yard, and  does  all  manner  of  evil  things.  7.  He  evi- 
dently belongs  to  the  Shanghai  family,  and  nobody  thinks 
well  of  them.  8.  Here  is  a  large  picture  of  Wicked  Dick 
running  away  from  something  or  somebody.  9.  The  man 
that  made  it  wanted  to  show  how  Dick  looked  when  he 
had  been  doing  something  mean.  10.  He  looks  as  though 
he  had  been  stealing,  and  was  afraid  that  somebody  was 
after  him.  11.  You  can  see  what  a  wild  eye  he  has. 
12.  His  feathers  do  not  lie  down  smooth.  13.  They  stick 
out  all  over  him.  14.  Dick  has  never  been  known  to  take 
a  sand-bath.  15.  Anybody  can  see  that  he  has  never 
prinked  his  feathers.  16.  He  is  always  very  dirty.  IT.  If 
chickens  ever  did  any  such  things,  he  would  have  had  a 
clay  pipe  in  his  mouth  long  ago,  and  would  have  chewed 
tobacco.     18.  Here  is  one  of  his  mean  tricks.     19.  Very 


42  NATURAL    HISTORY    AND   LANGUAGE.  [PART   II. 

often  he  will  stand  behind  a  hen-coop,  and  when  a  chicken 
smaller  than  himself  goes  by,  he  will  run  out  and  peck  him. 


LESSON  XXIY. 

HE  GOES  DOWN  INTO  THE  DARK  WATERS  OF  THE  DUCK-POND. 

1.  Dick's  legs  are  very  long,  and  he  seems  to  be  proud  of 
them.  2.  Perhaps  it  is  because  they  help  him  run  away 
very  fast  after  he  has  done  a  mean  trick.  3.  John  says  if 
chickens  wore  trousers,  Dick  would  have  his  made  very 
small  in  the  leg,  and  very  wide  at  the  bottom.  4.  One  day 
the  old  gander  was  standing  on  the  shore  of  the  duck-pond, 
with  his  head  stretched  out  over  the  water,  screaming  very 
loudly.  5.  Down  went  Dick  to  the  shore,  and  stretched 
out  his  neck  just  as  he  had  seen  the  gander  do.  6.  Then 
he  made  a  very  strange  noise  indeed.  7.  I  suppose  he 
meant  to  crow.  8.  When  the  old  gander  heard  this  noise, 
he  turned  savagely  upon  Dick.  9.  Dick  looked  up  to  the 
gander  as  though  asking  him  if  he  did  not  think  that  was 
pretty  good  crowing  for  a  young  rooster.  10.  The  gander 
said  nothing,  but  took  Dick  by  the  nape  of  the,  neck  and 
put  him  under  the  dark  waters  of  the  duck-pond.  11.  The 
water  is  not  dark  because  it  is  deep.  12.  Dick  struggled, 
but  it  was  of  no  use,  down  he  went.  13.  After  awhile  he 
came  up  choking  badly,  and  scrambled  out  upon  the  shore, 
looking  like  a  fowl  that  had  been  rained  on  by  very 
black  water.  14.  The  picture  shows  Dick  in  the  gander's 
mouth,  just  before  he   explored  the  waters  of  the  pond. 


PART  II.]  NATURAL    HISTORY   AND    LANGUAGE.  43 

15.  All  chickens   can   learn   two  lessons   from  this   storj. 

16.  The  first  is,  always  have  a  mother.     17.  The  second  is, 
do  not  be  a  Shanghai  chicken. 


LESSON  XXY. 

THE   STORY   OF  THE   BLUE   MOUNTAINS. 

1.  The  large  picture  on  page  51  shows  the  country  around 
the  poultry-yard.  2.  On  the  left  is  the  house  where  the 
owner  of  the  yard  lives.  3.  Far  away  there  are  some  high 
hills.  4.  They  are  called  the  Blue  Mountains  by  people 
who  live  near  the  yard.  5.  Among  the  rocks  at  the  foot  of 
these  mountains  a  sly  old  fox  has  his  hole.  6.  On  the  right 
of  the  yard  is  a  field  partly  covered  with  trees.  7.  In  this 
field  is  a  small  hill  which  the  picture  does  not  show.  8.  In 
the  small  picture  on  page  52  a  half-grown  chicken  is  stand- 
ing on  the  top  of  this  hill,  looking  at  the  mountains  in  the 
distance.  9.  The  chicken's  name  is  Biddy.  10.  She  is  the 
sister  of  Chicken-Little,  and  the  daughter  of  old  Mother 
Hen-Pen.  11.  Not  far  away  is  a  fox  creeping  slyly  towards 
the  chicken.  12.  He  has  been  out  all  night,  and  is  on  his 
way  to  his  home.  13.  It  is  the  fox  that  lives  up  in  the 
Blue  Mountains.  14.  He  saw  Miss  Biddy  standing  on  the 
little  hill,  and  made  up  his  mind  to  have  her  for  his  break- 
fast. 15.  Bose,  the  dog,  is  running  with  all  his  might  after 
the  fox.  16.  The  fox  is  thinking  so  much  about  the  chick- 
en that  he  does  not  see  Bose.  17.  The  picture  is  not  large 
enough  to  show  Bose  as  he  ran  the  race. 


44  NATURAL    HISTORY    AND    LANGUAGE.  [PART    II. 

LESSON  XXYI. 

LONGINGS. 

1.  All  that  you  see  in  this  picture  took  place  about  the 
time  Chicken-Little  was  trying  so  hard  to  learn  to  crow. 
2.  Miss  Biddy,  like  Chicken-Little,  is  tired  of  running  round 
after  her  mother.  3.  She  feels  able  to  take  care  of  herself. 
4.  She  dresses  in  white  with  blue  spots.  5.  The  feathers 
on  her  neck  hang  down  very  prettily,  and  look  like  rib- 
bons. 6.  The  feathers  on, her  forehead  she  wears  hanged. 
7.  Many  times  a  day  lately  she  has  looked  through  a  knot- 
hole in  the  poultry -yard  fence,  and  thought  how  happy 
she  should  be  if  she  could  reach  the  Blue  Mountains  over 
yonder.  8.  There,  she  thinks,  the  bugs  have  golden  wings, 
the  worms  are  long  and  fat,  the  seeds  are  large  and  luscious. 
9.  In  the  poultry-yard  it  is  nothing  but  scratch,  scratch,  and 
work,  work,  all  day  long,  and,  after  all,  one  can  get  only  a 
living.  10.  In  the  Blue  Mountains  she  will  only  have  to 
open  her  mouth,  and  the  grasshoppers  will  come  flying  in, 
and  will  ask  to  be  eaten.  11.  This  morning  some  one  left 
a  little  wicket-gate  open  on  the  side  of  the  yard  fence,  and 
out  went  Biddy. 


LESSON   XXVII. 

"  NOW  I  AM  FREE  !" 

1.  Out  went  Biddy  into  the  wide,  wide  world.  2.  "  Now 
I  am  free !"  she  said  to  herself.  3.  She  sauntered  along  the 
side  of  the  fence  until  she  came  to  the  knot-hole.     4.  Here 


PART   II.]  NATURAL    HISTORY   AND    LANGUAGE.  45 

she  stopped  a  moment  to  take  a  last  look  at  the  dirty  old 
poultry-yard.  5.  In  the  picture  she  is  looking  through  the 
hole  with  one  eye.  6.  She  saw  her  mother  busy  about  her- 
domestic  duties  as  usual.  7.  Old  Mother  Hen -Pen  was 
scratching  away  at  a  pile  of  straw  and  dirt.  8.  Evidently 
the  old  hen  had  made  up  her  mind  to  get  out  every  bug, 
worm,  and  seed  in  the  pile  that  very  day.  9.  The  family 
must  be  fed.  10.  First,  out  went  the  right  foot,  and  the 
dirt  flew.  11.  Then  out  went  the  left  foot,  and  the  dirt 
flew  again.  12.  The  red  comb  on  her  head  swayed  from 
side  to  side,  keeping  time  with  her  feet.  13.  "Ah,"  said 
Miss  Biddy,  "  my  mother  always  was  a  drudge !  14.  She 
has  never  been  to  the  Blue  Mountains  I"  15.  Then  she 
sauntered  on  till  she  reached  the  little  hill.  16.  Here  the 
Blue  Mountains  seemed  as  far  off  as  ever.  17.  This  is  al- 
ways the  way  with  young  chickens.  18.  When  they  can 
get  something  very  easily,  they  do  not  want  it.  19.  When 
it  is  very  far  away,  they  want  it  very  much.  20.  It  seemed 
to  Biddy  that  the  grasshoppers  that  she  had  found  on  her 
way  to  the  hill  were  larger  and  fatter  than  any  she  had 
seen  her  mother  catch.  21.  She  napped  her  little  wings 
for  joy  to  think  that  she  was  going  to  the  Blue  Mountains. 


LESSOR  XXVIII. 

HOW   THE   RACE   BEGAN. 


1.  This  was  the  way  Bose  began  his  race  after  the  fox. 
2.  After  breakfast  he  went  out  into  the  poultry-yard  to  lie 


^B 


46  NATURAL    HISTORY   AND   LANGUAGE.  [PART   II. 

down  in  the  sunshine  and  take  a  nap.  3.  He  often  did 
this.  4.  Every  one  in  the  yard  liked  Bose,  except  the  old 
gander  and  the  old  gobbler.  5.  Very  often,  when  Bose  is 
going  along  quietly  through  the  yard,  the  old  gander 
stretches  out  his  long  neck  and  hisses  at  him.  6.  If  Bose 
stops,  the  gander  will  turn  round  and  waddle  away  as  fast 
as  his  red  legs  will  carry  him.  7.  The  hens  like  Bose, 
because  he  keeps  strange   cats   away  from  the   chickens. 

8.  The  chickens  feel  so  friendly  to  Bose  that  they  often 
climb  up  on  his  back  or  on  his  side  when  he  is  asleep. 

9.  Bose  likes  to  have  the  chickens  about  him,  because  they 
keep  off  the  flies.  10.  In  the  picture  Bose  is  lying  down 
with  his  forepaws  stretched  out,  and  his  head  resting  on 
them.  11.  Quite  a  number  of  little  chickens  are  running 
about  him.  12.  One  is  on  his  back,  and  is  stretching  out 
his  wings.  13.  Bose  is  only  half  asleep.  14.  One  eye  is 
partly  open.  15.  He  happened  to  look  through  the  wicket- 
gate  and  caught  a  glimpse  of  the  fox.  16.  In  an  instant 
up  jumped  Bose,  and  ran  pell-mell  through  the  gate. 


LESSON  XXIX. 

WHAT  HAPPENED   IN  THE   POULTRY- YARD. 

1.  The  first  leap  Bose  made  he  knocked  over  the  old  gob- 
bler, and  left  him  with  his  feet  in  the  air.  2.  The  old  gan- 
der was,  as  usual,  walking  along  the  shore  of  the  little  pond. 
3.  On  his  way  out,  Bose  hit  him  and  tumbled  him  headlong 
into  the  water.     4.  There  was  great  excitement  in  the  poul- 


PART  II.]  NATURAL    HISTORY   AND   LANGUAGE.  47 

try-yard.  5.  But  Old  Mother  Hen-Pen  scratched  away  at 
her  pile  of  dirt.  6.  She  cared  nothing  for  the  old  gobbler. 
7.  He  was  strutting  up  and  down  the  yard  half  the  time, 
and  showing  off  his  fine  feathers.  8.  To  the  old  hen's 
thinking  he  did  very  little  work,  and  was  all  fuss  and 
feathers.  9.  So,  whether  he  was  on  his  feet  or  on  his  back, 
she  cared  little.  10.  Old  Mother  Hen-Pen  had  not  noticed 
that  one  of  her  own  children  had  left  the  yard.  11.  If  she 
had,  she  would  have  been  very  much  troubled.  12.  Of 
course  she  could  not  spend  half  her  time  in  counting  her 
chickens.  13.  She  was  too  busy  for  that.  14.  The  old  hen 
had  often  seen  Biddy  at  the  knot-hole,  but  she  only  thought 
how  idle  the  child  was,  and  had  clucked  to  her  to  come 
away.  15.  She  did  not  know  how  full  of  silly  notions  the 
chicken's  head  was.  16.  The  picture  shows  exactly  how 
things  looked  when  Bose  left  the  yard. 


LESSON  XXX. 

THE   RESULT   OF   THE   CHASE. 

1.  Bose  ran  very  fast,  and  felt  sure  he  should  catch  the 

fox.      2.  Pretty  soon  the  fox  saw  him  and  stopped,  then 

sprang  to  his  feet  and  started  for  his  den.     3.  The  fox  did 

not  run  very  fast,  because  he  was  not  much  afraid  of  Bose. 

4.  He  had  raced  with  him  before,  and  knew  well  enough 

how  fast  Bose  could  run.     5.  He  turned  his  head  now  and 

then  to  see  how  Bose  was  getting  along.     6.  Bose  worked 

hard,  but  he  did  not  gain  on  the  fox.     7.  He  barked  and 

C 


48  NATURAL    HISTORY   AND   LANGUAGE.  [PART   II. 

whined,  but  that  did  not  make  his  feet  go  any  faster. 
8.  The  fact  is,  Bose  is  a  little  conceited.  9.  He  thought  he 
could  run  faster  than  the  fox,  but  there  he  was  mistaken. 
10.  Bose  had  tried  to  race  with  him  more  than  twenty 
times,  and  had  been  beaten  every  time.  11.  It  takes  an- 
other kind  of  dog  to  catch  a  fox,  but  Bose  did  not  know 
this.  12.  Bose  could  see  that  inch  by  inch  he  was  losing 
ground.  13.  It  was  provoking.  14.  The  faster  he  went, 
the  faster  the  fox  went.  15.  At  last  the  fgx  came  to  a 
high  stone  wall,  made  a  flying  leap  over  it,  and  never 
touched  the  top  stone.  16.  Bose  knew  he  could  not  do 
that,  and  stopped.  17.  He  climbed  up  on  the  wall  to  get 
a  last  look.  18.  The  picture  shows  Bose  on  the  top  of  the 
wall  taking  a  look  at  the  fox  in  the  distance.  19.  As  usual, 
Bose  has  lost  the  race. 


LESSON  XXXI. 

BACK   TO   THE   OLD   POULTRY-YARD. 

1.  Bose  trotted  slowly  toward  home.  2.  He  felt  sorry 
that  he  had  not  caught  the  fox.  3.  Pretty  soon  he  came  in 
sight  of  the  hillock.  4.  The  silly  little  chicken  was  still 
there.  5.  As  Bose  came  up,  she  stuck  out  her  stubby  wings 
and  flapped  them.  6.  She  was  still  full  of  her  notions  about 
running  away.  7.  Bose  soon  put  an  end  to  all  the  nonsense 
about  the  Blue  Mountains.  8.  He  barked  furiously  at  the 
chicken.  9.  That  frightened  Miss  Biddy,  and  she  ran  with 
all  her  might  for  the  poultry-yard.  10.  The  picture  shows 
her  half  flying  and  half  running.     11.  Biddy's  mother  heard 


PART   II.]  NATURAL    HISTORY   AND    LANGUAGE.  49 

Bose  bark,  and  saw  Biddy  running.  12.  She  knew  that 
something  had  gone  wrong.  13.  The  frightened  chicken 
came  rushing  through  the  little  wicket-gate,  screaming  for 
her  mother.  14.  She  was  back  to  the  dirty  old  yard,  and 
glad  enough  to  be  there.  15.  So  this  was  the  end  of  all 
the  fine  notions  about  the  Blue  Mountains.  16.  The  grass- 
hoppers might  be  fat,  and  the  worms  might  be  large  and 
lively  in  those  mountains,  but  they  were  not  to  be  for  Miss 
Biddy's  eating.  17.  As  Biddy  came  near,  the  old  hen  look- 
ed sternly  at  her  child.  18.  I  do  not  know  what  else  hap- 
pened, but  they  say  that  the  silly  chicken's  eyes  looked 
redder  than  usual  the  next  morning. 


PAET    III. 

LESSON  I. 

HOW  CHICKEN-LITTLE  BECAME  A  HERO. 

1.  Here  is  another  picture  of  Chicken  -  Little.  2.  Some 
time  has  passed  since  he  swallowed  the  piece  of  eel-grass. 
3.  Then  he  was  a  silly  chicken,  green  and  gawky;  now  he 
is  a  large,  handsome  rooster.  4.  He  has  a  very  red  comb 
on  his  head,  and  on  the  upper  part  of  his  neck  he  has  some 
very  red  wattles.  5.  Farther  down  the  plumage  is  green, 
crimson,  and  golden  in  color,  and  over  his  tail  hang,  in  a 
graceful  curve,  two  long,  shining  feathers.  6.  On  his  legs 
are  two  long,  curved,  and  very  sharp  spurs.  7.  There  is  no 
doubt  about  it,  he  is  a  very  fine-looking  bird.  8.  Chicken- 
Little  keeps  himself  very  busy.  9.  He  crows  a  number  of 
times  every  night  about  one  or  two  o'clock,  and  at  daylight 
he  crows  again.  10.  This  morning,  before  he  left  his  perch, 
he  crowed  very  loudly.  11.  His  voice  is  no  longer  weak, 
but  has  become  very  loud  and  clear,  and  can  be  heard  a 
long  distance.  12.  When  he  crows,  all  the  hens  and  chick- 
ens pull  their  heads  out  from  under  their  wings,  and  begin 
to  gape  and  stretch  their  legs  and  wings.  13.  One  by  one 
they  jump  down  from  the  roost,  and  get  ready  to  go  to 
work  for  the  day. 


PART   III.]  NATURAL    HISTORY    AND   LANGUAGE.  51 

LESSON  II. 

HIS  GENEROSITY. 

1.  Chicken-Little  has  some  of  his  old  pride  left.  2.  He 
walks  more  slowly  than  he  used  to,  and  holds  his  head 
higher.  3.  He  is  very  generous.  4.  When  he  finds  a 
worm,  or  a  tender  and  juicy  insect,  he  does  not  eat  it  him- 
self. 5.  He  takes  it  up  in  his  bill,  and  puts  it  down  again 
and  again.  6.  While  doing  this  he  calls  softly  to  some  hen, 
or  chicken,  to  come  and  get  it.  7.  When  a  hen  runs  up, 
he  drops  the  worm,  and  looks  happy  when  he  sees  her  swal- 
low it.  8.  In  the  picture,  he  has  found  a  grub,  and  is  mak- 
ing a  polite  offer  of  it  to  a  hen.  9.  He  is  not  a  quarrelsome 
bird.  10.  When  he  was  younger  than  he  is  now,  he  had 
some  sham  battles  with  his  brothers.  11.  Chicken-Little 
and  Miss  Biddy  have  sometimes  quarrelled  a  little.  12.  We 
all  remember  the  kernel  of  corn.  13.  But  that  was  long 
ago.  14.  Now,  when  he  sees  a  couple  of  chickens  fighting, 
he  steps  up  and  looks  sternly  at  them.  15.  If  they  keep  on 
fighting,  he  gives  a  peck  first  at  one,  and  then  at  the  other. 
16.  That  soon  puts  an  end  to  the  battle. 


LESSON  III. 

DANGER  IS  NEAR. 


1.  In  the  picture,  Chicken-Little  is  standing  in  the  mid- 
dle of  the  yard,  with  his  eye  turned  up  to  the  sky.  2.  It 
is  about  nine  o'clock  of  a  bright  day  in  summer,  and  all 


52  NATURAL    HISTORY   AND    LANGUAGE.  [PART  III. 

the  poultry  are  very  busy.  3.  Some  of  the  hens  are  tak- 
ing a  sand-bath.  4.  One  old  hen  is  sitting  down  on  the 
ground,  and  two  small  chickens  are  standing  on  her  back, 
while  others  of  the  family  are  busy  picking  up  seeds  near 
her.  5.  The  big  and  the  little  ducks  are  paddling  in  the 
water  of  the  duck-pond.  6.  The  old  gobbler  is  spreading 
his  handsome  feathers,  and  talking  loudly  at  nothing,  while 
the  old  gander  is  waddling  about,  and  nibbling  a  blade  of 
grass  here  and  there.  7.  Both  of  them  seem  brave  enough 
to  face  any  enemy.  8.  Chicken-Little  keeps  his  eye  fixed 
on  some  hawks  that  he  sees  sailing  along  in  the  air.  9.  He 
wants  to  be  sure  that  they  are  watching  the  poultry-yard. 
10.  A  hawk  can  see  a  very  long  way,  so  he  often  sails  very 
high  up  in  the  air.  11.  His  eyes  are  so  sharp  and  keen 
that  he  can  see  plainly  everything  that  is  going  on  below. 
12.  Chicken-Little  saw  that  the  hawks  were  making  wide 
circles  in  the  air,  and  that  every  time  they  went  round  they 
came  nearer  and  nearer  the  ground.  13.  He  could  hear 
more  plainly  their  loud  "  Kai,  kai,  kai."  14.  He  felt  sure 
that  they  were  going  to  try  to  catch  a  chicken,  and  he  gave 
a  loud  cry  of  warning. 

LESSOJST  IV. 

THE  CRY  OF  WARNING,  AND  WHAT  CAME   OP  IT. 

1.  The  picture  shows  what  happened  in  the  poultry-yard 
when  Chicken  -  Little's  loud  cry  of  warning  was  heard. 
2.  The  little  chickens  are  running  to  get  under  their  moth- 
ers' wings.     3.  The  old  hens  and  the  half -grown  chickens 


PART   III.]  NATURAL    HISTORY    AND    LANGUAGE.  53 

are  rushing  along  to  find  a  safe  place.  4.  Hens  are  tum- 
bling over  chickens,  and  chickens  over  hens.  5.  The  old 
gobbler  ran  so  fast  that  he  tripped  and  fell  flat.  6.  There 
he  lies.  7.  All  the  courage  is  out  of  him.  8.  His  eyes  look 
as  if  they  were  coming  out  of  his  head.  9.  The  dreaded 
hawk  is  coming.  10.  The  old  gander  cannot  run  fast 
enough,  so  he  is  flying  away  as  fast  as  he  can.  11.  You  can 
see  his  long  legs  stretched  out  one  way,  and  his  long  neck 
the  other.  12.  The  little  ducks  are  diving  to  the  bottom  of 
the  pond.  13.  You  can  see  a  little  webbed  foot  sticking 
out  here  and  there  above  the  water.  14.  One  old  duck  is 
making  frantic  efforts  to  get  down  under  the  water,  but  it 
is  not  deep  enough.  15.  One  leg  and  part  of  his  body  are 
above  the  water,  and  he  can  go  no  farther.  16.  His  head 
is  in  the  mud  now.     IT.  The  other  ducks  are  flying  away. 

18.  Chicken  -  Little   is   the    only   one    that   is   not   afraid. 

19.  While  every  one  was  running  to  get  out  of  the  way, 
he  kept  his  eye  fixed  on  the  hawks.  20.  It  is  a  bold  bird 
that  dares  to  attack  a  hawk. 


LESSON  V. 

THE  CAUSE   OF  THE  TROUBLE. 

1.  In  this  picture  there  are  two  little  chickens  that  have 
not  heard  the  warning  cry  of  Chicken-Little.  2.  One  of 
them  picked  up  a  worm.  3.  You  can  see  the  worm  wrig- 
gling in  his  mouth.  4.  The  other  chicken  is  running  after 
him  to  get  a  piece  of  the  worm.     5.  They  heard  no  cry, 


54  NATURAL    HISTORY    AND    LANGUAGE.  [PART   III. 

and  did  not  see  the  dreaded  hawk.  6.  The  yard  is  clear 
of  poultry,  except  Chicken -Little  and  the  two  chickens. 
7.  That  is  just  like  young  chickens.  8.  They  can  never 
see  danger  until  it  is  too  late  to  avoid  it.  9.  If  they  had 
not  quarrelled  about  the  worm,  no  hawk  would  have  come 
near  the  yard.  10.  One  of  the  hawks  saw  the  chickens, 
and  made  up  his  mind  to  have  one  of  them  for  breakfast, 
in  spite  of  Chicken -Little.  11.  Chicken -Little  could  not 
watch  the  hawk  and  drive  off  the  chickens  at  the  same 
time.  12.  As  he  looked  up,  he  could  see  the  fierce  eyes 
of  the  hawk  as  he  bent  down  his  head  to  see  the  chick- 
ens. 13.  Now  for  it,  thought  Chicken-Little,  he  is  coming. 
14.  The  hawk  balanced  himself  for  a  moment  on  his  wings, 
and  down  he  swooped. 


LESSON  VI. 

THE   BATTLE. 

1.  Chicken-Little  flew  up  a  little  way  to  meet  the  hawk 
as  he  came  down.  2.  The  picture  shows  just  how  they 
looked  when  they  met.  3.  Chicken-Little  has  a  sharp  bill 
and  sharp  spurs.  4.  The  hawk  has  a  sharp  beak  and  sharp 
talons.  5.  Chicken-Little  struck  the  hawk  hard  with  his 
spurs  and  made  the  feathers  fly.  6.  The  hawk  tried  to 
grasp  Chicken-Little's  neck  with  his  sharp  talons.  7.  Both 
came  to  the  ground  while  fighting.  8.  By  this  time  the 
two  chickens  saw  what  was  going  on.  9.  They  dropped  the 
wrorm  and  ran.  10.  Little  chickens  often  get  themselves 
and  others  into  trouble,  but  when  danger  comes  they  al- 


PART   III.]  NATURAL    HISTORY    AND   LANGUAGE.  55 

most  always  manage  to  get  out  of  the  way.  11.  Older 
heads  that  did  not  make  the  trouble  have  to  take  the  blows. 
12.  Chicken-Little  got  away  from  the  hawk,  and  was  going 
to  make  another  dash  at  him ;  but  the  hawk  saw  there  was 
no  chance  to  get  a  chicken  that  morning,  and  he  did  not 
care  to  fight  Chicken-Little  any  more.  13.  He  spread  his 
broad  wings  and  was  off.  14.  Chicken-Little  had  won  a 
great  victory  over  a  Bird  of  Prey — the  dreaded  hen-hawk. 
15.  When  the  owner  of  the  poultry-yard  heard  the  warning 
cry  of  Chicken-Little,  he  and  his  two  boys,  John  and  James, 
went  out  to  see  what  was  the  matter. 


LESSON  VII. 

THE  KEFEREE. 

1.  The  two  girls  also,  Maggie  and  Bessie,  went  out. 
2.  The  dog,  Bose,  rushed  out  from  his  kennel  to  see  what 
was  going  on,  and  Tom,  the  cat,  looked  on  from  a  safe  dis- 
tance. 3.  When  the  fight  was  over,  the  father  went  into 
the  house.  4.  John  said  it  was  too  bad  to  call  so  brave  a 
rooster  Chicken -Little.  5.  Maggie,  you  remember,  gave 
him  the  name  when  he  was  very  small.  6.  "Now,  Mar- 
garet," said  John,  "you  see  what  you  have  done;  you  call 
that  big  rooster  Chicken-Little !  7.  It  is  just  like  a  girl  to 
give  such  silly  names ;"  and  he  pulled  off  his  hat  and  threw 
it  upon  the  ground  with  a  great  deal  of  force.  8.  Margaret 
said  that  it  was  a  very  warm  day.  9.  All  the  children  want- 
ed a  new  name,  but  could  not  think  of  any  that  would 

C2 


56  NATURAL    HISTORY    AND    LANGUAGE.  [PART  HI. 

sound  well.  10.  After  talking  the  matter  over,  they  went 
to  their  father,  and  asked  him  to  give  a  new  name  to  Chick- 
en-Little. 11.  He  was  sitting  in  a  chair,  reading.  12.  The 
picture  shows  how  the  children  stood.  13.  The  father  look- 
ed up,  and  said  they  might  call  him  Chanticleer.  14.  Mag- 
gie said  the  name  was  too  long.  15.  John  said  it  didn't 
mean  anything  either.  16.  "Well,"  said  the  father,  "call 
him, '  Him  of  the  clarion  voice.' "  17.  They  all  looked  puz- 
zled. 18.  The  father  laughed,  and  said  he  was  not  good  at 
giving  names.  19.  "  Well,"  said  John,  "  one  thing  is  sure, 
the  old  gander  is  a  perfect  coward."  20.  "  Yes,"  said  his 
father,  "  he  did  show  the  white  feather."  21.  "  Of  course 
he  did,"  said  John;  "he  hasn't  any  but  white  feathers  to 
show."     22.  His  father  smiled,  but  said  no  more. 


LESSON  VIII. 

THE   THREE-CORNERED  DUEL. 

1.  It  looks  as  though  there  would  be  a  fierce  fight. 
2.  Chicken-Little  has  lowered  his  head  and  ruffled  up  the 
feathers  on  his  neck.  3.  His  eyes  are  fierce  and  threaten- 
ing. 4.  He  is  all  ready  to  plunge  his  sharp  spurs  into  any- 
thing that  opposes  him.  5.  Tom,  the  cat,  has  hunched  up 
his  back  and  puffed  up  the  fur  on  his  tail.  6.  He  has 
turned  his  head  a  little  to  one  side,  and  his  green  eyes  are 
glaring  at  Bose  and  Chicken -Little.  7.  Tom  is  ready  to 
fly  at  either  of  them  with  sharp  teeth  and  sharper  claws. 
8.  Bose  is  crouching  down  a  little,  all  ready  for  a  spring 


PART   III.]  NATURAL    HISTORY    AND    LANGUAGE.  57 

upon  an  enemy.  9.  He  has  roughed  up  the  hair  all  along 
his  back,  and  his  eyes  look  dangerous.  10.  His  upper  lip 
is  lifted  above  his  teeth,  and  he  is  giving  a  low  growl. 
11.  Each  one  looks  fiercer  than  both  the  others.  12.  They 
all  happened  to  meet  this  morning  in  the  poultry -yard. 
13.  Their  hearts  are  full  of  anger,  and  they  are  going  to 
fight  a  three-cornered  duel.  14.  Why  should  they  wish  to 
fight?  15.  Has  Chicken-Little  insulted  Tom,  or  Tom  in- 
sulted Bose,  or  Bose  insulted  Chicken  Little  ?  16.  If  Chick- 
en-Little insulted  Tom,  why  should  Tom  hunch  up  his 
back  at  Bose  ?  .  17.  If  Tom  insulted  Bose,  why  should  Bose 
show  his  teeth  at  Chicken -Little?  18.  If  Bose  insulted 
Chicken  -  Little,  why  should  Chicken -Little  ruffle  up  his 
feathers  at  Tom  ?  19.  It  is  going  to  be  a  very  puzzling 
fight,  and  things  are  badly  mixed. 


LESSON  IX. 

HOW  CHICKEN-LITTLE   BECAME   READY  TO  EIGHT  A  DUEL. 

1.  Chicken-Little  waked  up  this  morning  and  gave  a  loud 
crow.  2.  Then  he  came  down  from  his  perch,  ate  his  break- 
fast, and  went  out  into  the  yard.  3.  The  poultry -yard 
seemed  noisier  than  usual.  4.  The  old  gander  was  scream- 
ing loud  enough  to  be  heard  half  a  mile.  5.  The  hens  were 
cackling,  and  the  guinea-fowl  were  looking  up  to  the  sky, 
and  pretending  that  they  saw  hawks.  6.  They  were  utter- 
ing those  dreadful  screams  that  they  know  how  to  make. 
7.  Of  course  that  frightened  the  hens  and  chickens,  and 


58  NATURAL    HISTORY   AND   LANGUAGE.  [PART  III. 

they  were  running  hither  and  thither,  to  and  fro.  8.  All 
this  noise  made  Chicken-Little's  head  ache.  9.  He  went  to 
a  pile  of  dirt  and  straw,  and  began  to  scratch.  10.  After 
a  long  while  he  found  one  poor,  little,  half-starved  worm. 
11.  With  his  most  pleasant  note  he  called  a  hen  to  come 
and  eat  it.  12.  The  hen  came,  looked  sharply  at  the  worm 
with  one  eye,  and  coolly  walked  away  without  touching  it. 
13.  It  is  no  wonder  that  Chicken-Little  was  ready  to  fight 
a  duel !  14.  He  felt  like  fighting,  but  whom  could  he  fight 
with  \  15.  There  was  no  other  rooster  in  the  yard.  16.  Of 
course,  no  decent  rooster  would  fight  with  a  hen !  17.  At 
this  moment  Tom  was  passing  through  the  yard,  head 
down,  and  walking  slowly.  18.  Here  was  a  chance  to  fight. 
19.  So  down  went  Chicken-Little's  head,  and  up  went  his 
feathers. 


LESSON  X. 

WHAT  MADE  TOM,  THE   CAT,  READY  FOR  A  DUEL. 

1.  Tom  had  been  out  all  night,  but  not  a  mouse  had  he 
caught.  2.  He  thought  he  would  go  out  into  the  field, 
where  you  see  him,  and  get  a  bird  for  breakfast.  3.  The 
birds  were  very  busy,  and  were  singing  gayly,  but  they  saw 
Tom,  and  kept  out  of  his  way.  4.  He  crept  very  slyly 
through  the  grass,  but  not  a  bird  could  he  catch.  5.  He 
made  faces  at  a  little  cat-bird.  6.  He  was  going  to  charm 
him,  and  then  eat  him.  7.  Instead  of  being  charmed,  the 
cat-bird  had  the  impudence  to  flirt  his  tail  right  in  his  face, 
and  then  flew  up  into  a  tree,  and  mocked  Tom  with  a  pretty 


PART   III.]  NATURAL    HISTORY   AND    LANGUAGE.  59 

good  imitation  of  his  miau.  8.  Of  course,  this  made  Tom 
very  angry.  9.  He  went  quickly  up  the  tree  for  the  cat- 
bird, but  when  he  came  where  the  cat-bird  was,  he  was  not 
there.  10.  While  Tom  was  climbing  the  tree,  the  cat-bird 
had  flown  to  another  tree,  and  was  mocking  him  again  with 
another  miau.  11.  Tom  found  that  it  was  of  no  use  to  try 
to  catch  birds,  so  he  walked  slowly  toward  home.  12.  He 
crept  under  the  fence,  and  found  himself  in  the  poultry- 
yard.  13.  His  heart  was  full  of  anger,  and  he  also  was 
ready  to  fight  a  duel.  14.  He  was  going  along  slowly,  hold- 
ing his  head  down,  when  he  happened  to  look  up  and  saw 
Chicken-Little's  feathers  up.  15.  Tom  was  ready,  and  up 
went  his  back. 


LESSON  XL 

WHAT  MADE   BOSE   READY  FOR  A  DUEL. 

1.  There  are  two  things  in  the  world  that  trouble  Bose. 

2.  One  is  that  wretched  fox  that  lives  up  in  the  Blue  Moun- 
tains ;  the  other  is  a  little,  miserable,  bob-tailed  rabbit  that 
lives  down  the  road ;   Bose  never  could  find  out  where. 

3.  He  was  trotting  clown  the  road  this  morning,  to  enjoy 
the  fresh  air,  and  felt  very  happy.  4.  He  held  his  tail  a 
little  higher  than  usual,  and  it  looked,  more  than  ever,  like 
the  letter  O.  5.  He  was  thinking  of  various  things,  when, 
whish !  that  rabbit  went  across  the  road  quicker  than  one 
could  say  "  muslin."  6.  Of  course,  Bose  went  over  the  wall 
pell-mell  after  the  rabbit.  7.  After  a  long  chase  the  rabbit 
disappeared,  as  usual,  in  a  clump  of  bushes.     8.  Bose  had 


60  NATURAL    HISTORY    AND   LANGUAGE.  [PART  III. 

chased  that  rabbit  more  than  a  hundred  times  already,  and 
had  always  lost  him.  9.  He  was  tired  and  vexed  and  an- 
gry. 10.  It  was  provoking.  11.  He  sauntered  home,  and 
went  into  the  poultry-yard  to  lie  down.  12.  He  was  busy 
thinking,  and  hardly  saw  anything  as  he  walked  along. 
13.  He  happened  to  go  very  near  Tom  and  Chicken-Little, 
and  as  he  passed  them  he  looked  up.  14.  Feathers,  back, 
and  fur  were  ujp.  15.  Bose  wanted  to  fight  something  or 
somebody.  16.  His  hair  went  up.  IT.  So  this  is  the  way 
the  three  came  together,  as  they  are  seen  in  the  first  picture. 


LESSON  XII. 

TROUBLE  IN  FIGHTING  THE  DUEL. 

1.  There  was  trouble  in  fighting  the  duel.  2.  Suppose 
the  rooster  should  attack  Tom,  and  try  to  drive  his  spurs 
into  Tom's  flesh.  3.  "  Most  likely,"  thought  Chicken-Lit- 
tle, "  while  I  am  doing  this,  that  fellow  Bose,  with  his  big 
jaws,  will  strip  every  feather  from  my  body !"  4.  Suppose 
that  Tom  should  attack  Chicken-Little,  and  try  to  tear  the 
flesh  from  his  body.  5.  "  Most  likely,"  thought  Tom,  "  that 
fellow  Bose,  with  his  big  teeth,  will  crush  every  bone  I 
have !"  6.  Suppose  that  Bose  should  attack  Chicken-Little. 
7.  "While  I  am  busy  making  mince-meat  of  him,"  thought 
Bose,  "  most  likely  that  cat,  Tom,  with  his  sharp  claws,  will 
warm  my  skin  for  me !"  8.  There  always  is  trouble  in 
fighting  a  three-cornered  duel.  9.  The  man  that  made  the 
picture  has  put  Chicken-Little,  Tom,  and  Bose  in  a  row. 


PART    HI.]  NATURAL    HISTORY    AND    LANGUAGE.  61 

10.  Their  tails  are  all  up.  11.  Chicken -Little  is  in  the  mid- 
dle. 12.  As  they  had  begun  to  feel  friendly,  the  man  want- 
ed them  to  look  friendly.  13.  Bose  and  Tom  are  both  look- 
ing at  Chicken-Little.  14.  Chicken-Little  has  one  friendly 
eye  on  Bose  and  the  other  on  Tom.  15.  He  is  the  only 
one  of  the  three  that  can  look  two  ways  at  once.  16.  The 
man  wanted  to  put  Tom  in  the  middle,  because  he  was 
shorter  than  either  of  the  others ;  but  he  thought  it  would 
look  odd  to  have  one  of  Tom's  eyes  giving  a  loving  look 
to  Chicken-Little,  and  the  other  to  Bose  at  the  same  time. 

17.  "  Hum !"  said  Bose  to  himself,  "  Tom  is  not  a  bad 
fellow,  for   a   cat ;    his   only  fault   is   that   he   will   steal. 

18.  "Well,"  said  Tom,  "Bose  is  proud  of  his  tail,  with  its 
saucy,  upward  curl ;  but  then  he  is  only  a  dog." 


LESSON  XIII. 

BETTER  THOUGHTS  PREVAIL, 

1.  All  three  began  to  think  in  this  way.  2.  "Why," 
thought  Chicken -Little,  "should  I  fight  with  Tom  and 
Bose?  3.  They  did  not  refuse  a  worm  that  I  offered 
them!"  4.  "Why  should  I  fight  with  Chicken-Little  and 
Bose?"  thought  Tom.  5.  "They  are  not  to  be  blamed  be- 
cause that  miserable  cat-bird  flirted  his  tail  in  my  face,  and 
then  insulted  me  with  his  miauing /"  6.  "Why  should 
I  fight  with  Chicken  -  Little  and  Tom  ?"  thought  Bose. 
7.  "  They  are  not  in  fault  because  that  bob-tailed  rabbit  got 
away  from  me !"     8.  The  end  of  it  was  that  Chicken-Lit- 


62  NATURAL    HISTORY    AND    LANGUAGE.  [PART  III. 

tie's  neck-feathers  became  smooth.  9.  Tom's  coat  became 
bright  and  glossy,  as  before.  10.  Bose's  hair  went  down  on 
his  back,  and  his  tail  went  up.  11.  Chicken-Little  mounted 
a  hen-coop  and  began  to  crow.  12.  Bose  gave  a  short  yelp, 
and  jumped  over  the  gate.  13.  Tom  sat  down  on  his 
haunches,  and  watched  the  rooster  strain  his  neck  in  crow- 
ing. 14.  The  quarrel  ended,  as  most  quarrels  end,  by  leav- 
ing everything  as  it  was  in  the  beginning.  15.  Everybody 
was  satisfied,  and  nobody  was  hp-t.  16.  Boosters,  cats,  and 
dogs  are  often  very  sensible  fellows. 


LESSON  XIY. 

HOW  BOSE  DID  NOT  BECOME  A  HERO. 

1.  In  the  picture,  Bose  is  harnessed  to  a  dog-cart.  2.  The 
two  boys  and  the  two  girls  that  you  see  in  the  picture  are 
the  children  of  the  owner  of  the  poultry-yard.  3.  The  old- 
er boy,  John,  is  seated  in  the  wagon,  holding  the  reins  in 
one  hand  and  a  long  whip  in  the  other.  4.  The  older  sister, 
Margaret,  is  sitting  on  the  seat  beside  her  brother.  5.  John 
is  the  oldest,  and  of  course  it  is  his  place  to  be  driver. 
6.  Besides,  John  says  that  Margaret  is  a  girl,  and  of  course 
does  not  know  how  to  manage  a  horse.  7.  "  Now,  Marga- 
ret," said  John,  "  the  steed  is  harnessed,  and  the  carriage  is 
ready.  8.  If  anything  should  happen,  I  hope  you  will  not 
scream  like  a  girl."  9.  "  Well,"  said  Margaret,  "  if  I  am  a 
girl,  I  shall  not  be  the  first  to  shout  for  help.  10.  I  do  wish 
you  would  call  me  Maggie."     11.  When  John  remembers 


PART   III.]  NATURAL    HISTORY   AND    LANGUAGE.  63 

that  he  is  a  year  older  than  his  sister,  he  calls  her  Margaret. 

12.  When  he  feels  brotherly  and  kind,  he  calls  her  Maggie. 

13.  When  he  wishes  to  vex  her,  he  calls  her  Mag.  14.  It 
is  very  strange ;  but  she  does  not  like  to  have  John  call  her 
Margaret.  15.  I  don't  know  why.  16.  James  is  seated  be- 
hind, on  the  bottom  of  the  wagon,  because  there  is  not  room 
for  another  seat.  17.  John  calls  James,  Jemmy.  18.  He 
says  that  name  is  shorter,  and  sounds  better. 


LESSON  XV. 

THE   START. 

1.  There  was  a  little  trouble  at  first  in  putting  the  harness 
upon.  Bose.  2.  He  did  not  seem  to  understand  what  was 
wanted  of  him.  3.  Bose  wanted  to  put  his  head  toward  the 
wagon,  and  have  his  tail  in  front.  4.  John  said  that  would 
never  do.  5.  He  told  Bose  he  could  not  trot  well  in  that 
way,  and,  besides,  it  would  not  look  well.  6.  After  awhile 
Bose  seemed  to  understand  what  was  wanted  of  him,  and 
stood  still,  like  a  good  horse.  7.  In  the  picture,  he  is  hold- 
ing his  head  and  tail  very  high.  8.  He  is  proud,  I  suppose, 
because  they  are  using  him  for  a  horse,  and  have  harnessed 
him  to  a  carriage.  9.  The  younger  sister,  Bessie,  has  been 
left  behind,  because  there  was  not  room  for  her  in  the  wag- 
on.  10.  They  have  promised  to  take  her  the  next  time. 
11.  The  carriage  has  just  started.  12.  We  know  that,  be- 
cause the  old  gander  and  a  hen  are  running  with  all  their 


64  NATURAL    HISTORY    AND   LANGUAGE.  [PART  III. 

might  to  get  out  of  the  way.     13.  Bose  feels  very  happy, 
and  is  trotting  along  the  road,  just  as  he  has  seen  horses  go. 


LESSON  XVI. 

THE  CHASE. 

1.  Bose  was  trotting  like  a  kind,  well -trained  horse. 
2.  The  only  difference  was  that  he  looked  first  on  one  side 
of  the  road,  and  then  on  the  other.  3.  Horses  never  do. 
4.  He  wished  to  see  what  was  going  on.  5.  In  that  part  of 
the  road  seen  in  the  picture  there  were  no  fences.  6.  On 
both  sides  there  was  an  open  pasture,  covered  here  and 
there  with  stones,  stumps  of  trees,  and  clumps  of  bushes. 
7.  John  told  Jemmy  never  to  jump  from  a  carriage  while  it 
was  moving,  and  Jemmy  said  he  never  would.  8.  John  was 
telling  Margaret  never  to  touch  the  driver's  reins  in  case  of 
trouble,  when,  chut !  that  rabbit  went  across  the  road  like  a 
flash  of  light !  9.  Bose  forgot  himself,  and  ran  at  full  speed 
after  the  rabbit.  10.  The  wagon  went  humpety-hump  over 
rocks  and  stumps  of  trees.  11.  Pretty  soon  it  struck  a 
large  stone,  and  out  went  Jemmy  head  first.  12.  He  did 
not  jump  out.  13.  He  had  promised  John  not  to.  14.  John 
tugged  with  all  his  might  at  the  reins,  and  shouted,- 
"Whoa!"  and  "Pull,  Maggie,  pull!"  15.  He  did  not  say 
Margaret  this  time.  16.  John  pulled,  and  Maggie  pulled, 
but  it  was  of  no  use,  Bose  only  went  the  faster.  17.  The 
end  of  it  was,  the  wheels  were  caught  in  the  bushes,  and 
Bose  was  stopped.     18.  He  did  not  catch  the  rabbit ! 


TART   III.]         NATURAL    HISTORY    AND    LANGUAGE.  65 

LESSON  XVII. 

THE  RETURN  FROM  THE   HUNT. 

1.  Poor  Bose !  the  chase  was  over.  2.  He  looked  behind 
him,  and  saw  the  wreck  he  had  made.  3.  John  shook  his 
clinched  fist  at  Bose,  and  shouted,  "  See  what  damage  you 
have  done,  you  rascal !"  4.  Bose  did  not  understand  the 
word  damage,  but  he  did  understand  a  clinched  fist  and  an 
angry  voice.  5.  Sorrow  weighed  down  his  tail  and  weighed 
down  his  head.  6.  From  the  end  of  his  nose  to  the  tip  of 
his  tail,  he  was  full  of  sorrow.  7.  There  was  nothing  that 
went  up  from  Bose  but  great  waves  of  sorrow,  and  a  pair 
of  pleading  eyes.  8.  Maggie  looked  at  Bose's  eyes.  9*.  Her 
voice  rang  out  loud  and  clear.  10.  The  old  pasture  was  full 
of  sound  !  11.  "  It  was  not  Bose  at  all ;  it  was  the  rabbit !" 
12.  Bose's  heart  went  out  to  Maggie,  and  Maggie's  went  out 
to  Bose.  13.  Bose  came  a  little  nearer  Maggie,  and  Mag- 
gie a  little  nearer  Bose.  14.  They  were  friends  forever. 
15.  Bose  is  a  dog,  but  he  understands  a  pitying  look  and  a 
kind  voice.     16.  Maggie  put  a  soft  hand  upon  Bose's  curly 

head,  and  Bose  looked  up  humbly,  and  wagged  his  tail 

twice slowly. 


LESSON  XVIII. 

WHO    IS   THE   HERO? 


1.  The  wagon  is  in  a  sad  condition.  2.  The  end  is  gone, 
both  in  front  and  rear.  3.  A  large  piece  is  broken  out 
from  the  rim  of  one  of  the  wheels.     4.  There  is  hardly  any- 


66  NATURAL    HISTORY    AND    LANGUAGE.  [PART  TIL 

thing  left  of  it  but  spokes.  5.  The  children  and  Bose  went 
back,  and  picked  up  Jemmy.  6.  He  was  screaming  loudly, 
but  was  not  much  hurt.  7.  "What  did  you  jump  out  for?" 
said  John.  8.  "  I  didn't  jump  out,"  said  Jemmy ;  "  I  was 
bumped  out."  9.  There  was  quite  a  large  bruise  on  his 
forehead.  10.  The  children  wound  a  handkerchief  around 
his  head,  and  John  cut  him  a  long  cane.  11.  Then  they 
started  for  home.  12.  The  picture  shows  the  whole  party 
on  the  way.  13.  John  is  walking  ahead.  14.  He  is  angry 
with  Bose.  15.  Jemmy  is  walking  by  the  side  of  the  wag- 
on, and  is  helping  himself  along  with  his  cane.  16.  Mag- 
gie is  walking  by  the  side  of  Bose.  17.  Bose's  head  and 
tail  are  hanging  very  low,  and  he  is  walking  very  slowly. 
18.  He  does  not  feel  like  trotting  now.  19.  Who  is  the 
hero  ?  20.  A  hero  is  one  who  conquers  something.  21.  It 
cannot  be  John,  for  he  lost  his  temper,  and  became  angry. 
22.  It  cannot  be  Jemmy,  for  he  only  obeyed  orders,  and 
was  bumped  out  of  the  wagon.  23.  It  cannot  be  Bose,  for 
he  did  not  catch  the  rabbit.  24.  I  spell  hero  this  time, 
H-E-R-O-I-N-E ;  somebody  conquered  a  heart ! 


LESSON  XIX. 

HOW   BOSE   LOST   HIS    DINNER,  AND   WAS   TURNED    OUT    OF    HIS 

OWN  HOME. 

1.  In  the  picture,  there  is  a  dog-kennel.  2.  It  is  the  home 
of  Bose.  3.  The  kennel  is  quite  large  and  roomy.  4.  In 
the  upper  part,  in  front,  is  a  small  window ;  so  that  there  is 


PART  III.]  NATURAL    HISTORY   AND    LANGUAGE.  67 

not  only  plenty  of  room  inside,  but  the  house  is  well  light- 
ed. 5.  Bose  is  seated  on  his  haunches,  in  front  of  the  ken- 
nel, and  seems  to  be  thinking.  6.  Perhaps  he  is  thinking 
of  that  rabbit  that  lives  down  the  road.  7.  Bose  would 
give  a  dinner  to  know  where.  8.  Tom,  the  cat,  is  walking 
back  and  forth  in  front  of  Bose,  and  has  his  tail  high  in  air. 
9.  Every  time  he  passes  Bose,  he  rubs  his  soft  fur  against 
Bose's  legs.  10.  Now  and  then  Tom's  tail  touches  Bose's 
nose.  11.  Of  course  this  tickles  his  nose,  and  he  puts  his 
paw  up  to  rub  it.  12.  Sometimes  the  end  of  Tom's  tail 
gets  into  Bose's  eyes.  13.  Then  he  winks  hard,  and  turns 
his  head  a  little  to  one  side.  14.  Bose  is  so  busy  thinking 
that  he  hardly  sees  Tom ;  but  most  likely  he  thinks  that 
this  is  only  one  of  Tom's  odd  ways  of  showing  that  he 
feels  friendly.  15.  Bose  never  could  understand  why  Tom 
should  carry  his  tail  straight  up,  in  this  strange  way. 
16.  Bose  himself  has  always  worn  his  hair,  and  carried  his 
tail,  curled.  17.  He  thinks  this  is  the  true  way  to  wear 
tails.  18.  Bose,  I  think,  is  very  proud  of  his  tail ;  at  any 
rate,  he  wags  it  a  great  deal.  19.  Tom,  of  course,  believes 
in  straight  tails,  and  has  always  carried  his  in  this  way. 


LESSON  XX. 

THE  BASEST  INGRATITUDE. 


1.  In  this  picture,  Bose  and  Tom  are  both  seated  on  their 
haunches.  2.  In  front  of  the  dog-house  is  a  plate  with 
quite  a  large  piece  of  meat  on  it.     3.  The  people  in  the 


68  NATURAL    HISTORY    AND   LANGUAGE.  [PART  III. 

house  have  brought  it  out  for  Bose's  dinner.  4.  Tom  is 
nearer  the  plate  than  Bose  is.  5.  Tom's  tail  lies  on  the 
ground,  and  the  end  of  it  curves  around  his  feet  very  neat- 
ly. 6.  When  Tom  sits  down,  he  often  places  his  tail  in  this 
way.  7.  At  other  times  he  lets  it  lie  straight  out  behind. 
8.  At  such  times  it  is  always  in  the  way,  and  is  stepped  on 
a  dozen  times  a  day.  9.  As  Bose  sits  down,  you  can  see 
that  the  end  of  his  tail  curls  up  from  the  ground.  10.  Bose 
is  not  thinking  of  his  dinner,  but  is  looking  at  something 
very  far  away.  11.  Perhaps  he  is  thinking  of  that  fox  up 
in  the  Blue  Mountains,  that  has  worried  him  so  much. 
12.  All  at  once  Tom  sprang  for  the  plate,  seized  the  meat, 
and  rushed  for  the  nearest  tree.  13.  He  went  up  the  tree 
so  quickly  that  you  could  hardly  see  him  go.  14.  Bose  was 
astonished,  he  was  grieved.  15.  Many  and  many  a  time 
he  had  shared  his  dinner  with  that  cat.  16.  Many  and 
many  a  time  that  cat  had  come  mewing  around  Bose's 
house  in  a  cold  night  in  winter.  17.  Many  and  many  a 
time  Bose  had  allowed  him  to  come  in,  and  had  given  him 
a  warm  bed  to  lie  on.  18.  Bose  thought  of  all  these  things, 
and  was  indignant.  19.  He  sprang  to  his  feet,  and  rushed 
for  the  tree. 


LESSON  XXL 

BOSE  TRIES  TO   CLIMB  A  TREE,  AND  FAILS. 

1.  Tom  is  on  the  tree,  and  still  has  the  piece  of  meat  in 
his  mouth.     2.  Bose  is  at  the  foot  of  the  tree,  standing  on 


PAKT  III.]  NATURAL    HISTORY   AND    LANGUAGE.  69 

his  hind -legs,  and  reaching  high  up  with  his  forepaws. 
3.  How  he  wishes  he  could  climb  the  tree!  4.  How  he 
wishes  his  nails  were  claws !  5.  Then  how  quick  he  would 
go  up  the  tree !  6.  How  quick  Tom  would  come  down ! 
7.  He  barked,  he  yelped,  he  whined,  he  howled.  8.  He 
wagged  his  tail,  and  sometimes  his  tail  seemed  to  wag 
him.  9.  Now  and  then  he  went  away  from  the  tree, 
and  crouched  down" on  the  ground.  10.  Then  he  would 
spring  up,  and  rush  for  the  tree  again.  11.  Tom  kept 
his  fiery  green  eyes  fixed  on  Bose,  and  watched  every 
movement.  12.  At  last  Bose  found  it  was  of  no  use,  he 
could  not  get  Tom  down  by  barking.  13.  He  thought 
he  would  try  a  new  plan.  14.  He  went  out  under  the 
branches  of  the  tree,  and  crouched  down.  15.  Then  he 
put  his  forepaws  out  in  front,  rested  his  head  on  them, 
and  pretended  to  be  asleep.  16.  Bose  hoped  that  when 
Tom    thought    he    was    asleep,    he    would    come    down. 

17.  "  Then,"  thought  Bose,  "  I  shall  get  back  my  dinner." 

18.  Bose   was   tired,  and  was   soon    asleep   and  dreaming. 

19.  He  thought  no  more  about  Tom  and  his  stolen  dinner. 

20.  Tom  had  his  plans.  21.  Bose  sometimes  comes  near 
Tom,  puts  his  tail  high  up,  and  looks  down  upon  him 
as  though  he  would  say,  "  You  are  only  a  cat !"  22.  This 
vexes  Tom,  and  he  has  made  up  his  mind  to  take  down 
Bose's  pride.  23.  "  I  will  show  that  fellow,"  he  said  to 
himself,  "that  there  are  other  animals  in  the  world  be- 
side dogs  with  curly  tails."  24.  While  thinking  the  matter 
over,  he  was  puzzled  to  understand  why  Bose  had  stopped 
barking  all  at  once. 


70  NATURAL    HISTORY   AND   LANGUAGE.         PART   III.] 

LESSON  XXII. 

BOSE   DREAMS  A  DREAM. 

1.  Here  are  some  of  the  horrible  creatures  Bose  saw 
in  his  dream.  2.  He  thought  he  was  in  some  far-off 
place  that  he  had  never  seen  before.  3.  He  saw  a  rab- 
bit. 4.  It  was  not  the  bob -tailed  rabbit  that  lived  down 
the  road,  and  had  worried  him  so  much.  5.  It  was  a 
rabbit  with  a  long  tail  that  curled  up.  6.  He  saw  a 
fox.  7.  It  was  not  the  fox  that  lived  up  in  the  Blue 
Mountains.  8.  It  was  a  fox  with  a  very  long  tail,  and 
that  tail  curled  up  too.  9.  The  fox  and  the  rabbit  stood 
up  on  their  hind -legs  and  danced  together,  and  made 
faces  at  Bose.  10.  He  saw  in  his  dream  a  horrible  look- 
ing cat,  that  had  eyes  as  big  as  saucers.  11.  The  cat 
had  a  long  tail,  and  that  tail  curled  up  too.  12.  It  had 
terrible  teeth  and  terrible  claws.  13.  It  had  whiskers 
as  long  as  Bose's  tail,  and  they  curled  up  too.  14.  Even 
the  leaves  on  the  tree  curled  up.  -  15.  The  place  now 
seemed  to  Bose  to  he  full  of  strange  animals.  16.  A  voice 
shouted,  "  Simon  says  wig-wag  /"  17.  Then  all  the  creat- 
ures wagged  long,  curling  tails  that  reached  to  the  clouds. 

18.  The    voice    again    thundered,    "Simon    says    down!" 

19.  The  whole  sky  then  seemed  to  rain  down  wriggling 
tails,  that    wound    round    and    round    poor    Bose's    body. 

20.  "  Oh  I"  thought  Bose,  "  am  I  to  be  carried  up  to  the 
sky  to  bark  at  the  moon?"  21.  He  awoke,  and  sprang  to 
his  feet.  22.  Trembling  all  over,  he  cried  out,  "  I  will  sleep 
no  more !" 


PART   III.]  NATURAL    HISTORY    AND    LANGUAGE.  71 

LESSON  XXIII. 

WHERE  IS  TOM? 

1.  Bose  looked  around  him.  2.  For  a  minute  he  could 
not  remember  where  he  was.  3.  He  put  up  his  paw  and 
rubbed  his  forehead.  4.  Not  far  off  he  saw  the  piece  of 
meat ;  but  he  did  not  feel  like  eating  now.  5.  He  felt  sick. 
6.  He  looked  up  to  the  tree.  7.  There  was  no  Tom  there. 
8.  Bose  thought  he  would  go  home  and  lie  down  in  his  ken- 
nel. 9.  The  truth  is,  Tom  was  tired  of  staying  on  the  tree 
with  the  piece  of  meat  in  his  mouth.  10.  He  let  it  fall, 
and  it  hit  Bose  fairly  on  the  head.  11.  That  was  what 
waked  him  up  from  his  dreadful  dream.  12.  As  soon  as 
Tom  dropped  the  meat,  he  sprang  from  the  tree  and  ran 
for  home.  13.  In  the  picture  Bose  has  come  to  his  kennel. 
14.  In  the  door-way  you  can  see  Tom.  15.  Bose  stopped, 
astonished.  16.  At  first  he  thought  it  was  the  horrible 
dream-cat,  but  he  looked  again,  and  saw  that  it  was  Tom. 
17.  Bose's  tail  went  up  several  inches.  18.  When  Bose 
tried  to  enter  the  kennel  Tom  put  up  his  paw  with  the 
claws  out.  19.  Bose  needed  no  one  to  tell  him  what  that 
meant.  20.  Tom  had  stolen  his  dinner,  and  now  he  was 
going  to  keep  Bose  out  of  his  own  home.  21.  Bose  did 
not  feel  sick  now.  22.  He  had  made  up  his  mind  to  put 
the  fellow  out,  bag  and  baggage,  but  it  was  not  easy  to  do 
it.  23.  Bose  ran  behind  the  kennel  and  barked  furiously, 
but  Tom  did  not  start.  24.  He  was  not  to  be  frightened 
out  in   that  way.      25.  Bose  thought  of  a  new  plan,  and 

stopped  barking. 

D 


72  NATURAL    HISTORY   AND   LANGUAGE.  [PART   III. 

LESSON  XXIY. 

THE   SALLY. 

1.  In  the  picture  Bose  is  on  the  top  of  the  dog-house. 
2.  He  is  making  a  great  noise  by  tramping  up  and  down  on 
the  roof,  and  is  barking  all  the  time.  3.  His  plan  is  to 
make  Tom  think  that  he  is  coining  down  upon  him  through 
the  roof.  4.  In  front  of  the  kennel  is  another  dog.  5.  His 
name  is  Watch.  6.  Now  and  then  Watch  goes  some  dis- 
tance away  from  the  house,  and  then  rushes  up  to  it  very 
furiously.  7.  It  looks  as  though  he  was  going  to  rush  in 
and  seize  Tom.  8.  He  is  careful,  though,  not  to  come  too 
near  Tom's  claws.  9.  His  plan  is  to  make  Tom  believe 
that  he  is  going  to  take  hold  of  him.  10.  In  the  picture 
Tom   is  making  a  great   leap    clean    over  Watch's   head. 

11.  When  Bose  saw  that  he  could  not  get  Tom  out  alone, 
he  went  down  the  road  and  found  Watch,  a  friend  of  his. 

12.  All  the  dogs  around  there  thought  that  Watch  knew 
better  how  to  manage  a  troublesome  cat  than  any  of  them. 

13.  Bose  told  Watch  of  his  troubles,  and  asked  him  to  help 
him.  14.  He  said  he  would.  15.  That  is  the  reason  that 
there  are  two  dogs  in  the  picture.  16.  Bose  and  Watch 
were  so  astonished  at  Tom's  big  leap,  that  they  could  not 
move  until  he  was  out  of  sight.  17.  As  Tom  was  passing 
over  Watch's  head  there  was  a  sound  as  though  a  voice 
was  saying,  "  It  takes  two  curly  tails  to  manage  one  straight 
tail !"  18.  Bose  looked  at  Watch,  and  Watch  looked  at 
Bose.  19.  «  Shall  we  go  after  him  ?"  said  Watch.  20.  "  Let 
him  go,"  said  Bose ;  "  let  us  go  and  eat  up  the  dinner." 


PART   III.]  NATURAL    HISTORY   AND    LANGUAGE.  73 

LESSOR  XXV. 

A  JUDICIAL   INVESTIGATION. 

1.  Tom,  the  cat,  has  a  chicken  in  his  mouth,  and  is  run- 
ning off  with  it  as  fast  as  he  can.  2.  He  means  to  cany  it 
off  to  some  dark  place  and  eat  it.  3.  The  hen  that  is  run- 
ning so  fast  after  Tom  is  the  chicken's  mother.  4.  The 
chicken  is  peeping  feebly.  5.  Tom  has  it  by  the  neck,  and 
of  course  it  will  soon  be  choked  to  death.  6.  Tom  has  been 
in  the  habit  of  going  into  and  coming  out  of  the  poultry- 
yard  whenever  he  pleased.  7.  When  he  was  a  kitten  he 
used  to  go  into  the  yard  and  run  after  the  straws  that  the 
wind  tossed  about.  8.  Sometimes  he  played  with  the  chick- 
ens, and  did  them  no  harm.  9.  So  the  hens  had  never 
thought  that  Tom  would  be  mean  enough  and  cruel  enough 
to  steal  chickens.  10.  Since  he  had  grown  up  he  walked  so 
softly,  and  seemed  so  quiet  and  gentle,  that  the  hens  liked 
him  almost  as  well  as  they  did  Bose.  11.  Bose  was  in  the 
yard  at  the  time  Tom  caught  the  chicken.  12.  It  was  done 
so  quick  that  Bose  did  not  have  time  to  think  what  he 
ought  to  do.  13.  You  can  see  that  he  is  looking  very  much 
astonished.  14.  If  he  had  had  time  to  think,  of  course  he 
would  have  stopped  Tom. 


LESSOIST  XXVI. 

THE    CONSULTATION. 


1.  Eone  of  the  children  had  actually  seen  Tom  carry  off 
the  chicken.     2.  Bose  had  seen  him,  but  he  could  not  talk 


74  NATURAL    HISTORY   AND   LANGUAGE.  [PART  III. 

with  his  mouth  and  tell  about  it.  3.  He  could  talk  only 
with  his  ears,  his  eyes,  and  his  tail.  4.  Bessie  owned  Tom, 
and  Maggie  owned  the  chicken.  5.  Maggie  missed  the 
chicken,  and  felt  sure  that  Tom  had  killed  it.  6.  Bessie 
felt  sure  that  so  good  a  cat  as  Tom  could  not  do  so  cruel  a 
thing.  7.  John  said  the  true  way  was  to  hold  a  court  and 
try  Tom  for  chicken-stealing  and  murder.  8.  They  would 
be  sure  to  find  out  the  truth  in  that  way.  9.  John  was  the 
big  brother,  and  ought  to  know.  10.  So  the  children  agreed 
to  it.  11.  John  said  that  he  would  be  judge,  and  they 
would  hold  the  court  right  off  in  the  poultry-yard.  12.  "  If 
we  have  a  court,"  said  John,  "  we  must  have  a  prisoner." 
13.  Somebody  must  catch  Tom.  14. 1  mean  an  officer  must 
arrest  him."  15.  They  tried  to  have  Jemmy  be  the  officer. 
16.  Jemmy  said  that  Bose  had  bumped  his  head  on  a  rock, 
and  that  Tom  would  scratch  his  hands  if  he  tried  to  catch 
him.  IT.  So  he  refused.  18.  Bessie  felt  sure  that  Tom 
was  innocent,  and  she  offered  to  bring  Tom  before  the 
court. 


LESSON  XXYII. 

THE  TRIAL. 

1.  The  court  has  come  together.  2.  John  is  judge,  and  is 
seated  on  a  hen-coop.  3.  He  has  a  stick  in  his  hand  to  rap 
on  the  hen-coop  with  and  keep  order.  4.  Bose  is  seated  on 
his  haunches  on  one  side  of  the  hen-coop,  and  looks  like  a 
policeman.  5.  Chicken-Little  is  on  the  other  side,  and  looks 
very  dignified.     6.  The  old  gobbler  is  standing  a  little  be- 


PART  III.]  NATURAL    HISTORY    AND    LANGUAGE.  75 

hind  John,  and  looks  very  red  in  the  face.  7.  Bessie,  with 
Tom  in  her  arms,  is  seated  on  a  board  on  the  ground  in 
front  of  the  hen-coop.  8.  Maggie  is  near  by,  to  accuse  the 
prisoner,  and  Bessie  will  defend  him  as  well  as  she  can. 
9.  Jemmy,  with  his  hands  behind  his  back,  is  standing  in 
front  of  John,  and  a  little  to  one  side  of  Bessie.  10.  The 
hens  and  chickens  are  gathered  round  on  the  outside  to  see 
what  is  going  on.  11.  The  old  gander  is  a  little  farther 
off,  looking  at  Tom.  12.  John  said,  "  The  court  is  open. 
13.  We  are  to  try  Tom  for  chicken-stealing  and  murder, 
and — "  14.  Just  at  that  moment  the  old  turkey  puffed  up 
his  feathers,  scraped  his  wings  on  the  ground,  and  gob- 
bled very  loudly.  15.  "Silence  in  the  court!"  said  John. 
16.  "Three  things  must  be  proved.  17.  First,  has  the 
chicken  been  lost?  18.  Second,  has  the  chicken  been  kill- 
ed ?  19.  Third,  did  Tom  kill  it  ?  20.  Let  the  prisoner  stand 
up !" 


LESSON  XXYIII. 

THE  SENTENCE. 

1.  "If  he  stands  up,"  said  Bessie,  "he  will  run  away." 
2.  "Very  well,"  said  John,  "then  keep  the  prisoner  in  cus- 
tody" 3.  "She  hasn't  got  any,"  said  Jemmy;  "she  hasn't 
anything  but  her  arms  and  her  lap  to  keep  him  in."  4.  At 
that  Maggie  laughed.  5.  "Margaret,"  said  John,  with  great 
severity,  "  there  must  be  no  levity  in  court.  6.  Stand  up  and 
state  your  case  ;  have  you  lost  a  chicken  ?"  7.  "  I  have," 
said  Maggie.     8.  "How  do  you  know?"  said  John.     9.  "I 


76  NATURAL    HISTORY   AND    LANGUAGE.  [PART  III. 

counted  ten  yesterday,  and  I  have  only  nine  to-day." 
10.  "  That  part  of  the  case  is  settled ;  a  chicken  has  been 
lost,"  said  John.  11.  "  How  do  you  know  the  chicken  was 
killed  ?"  12.  "  I  saw  the  feathers  outside  the  poultry-yard," 
said  Maggie.  13.  "  That  settles  it ;  a  chicken  has  been  kill- 
ed. 14.  The  next  question  is,  did  Tom  kill  it?  15.  Stand 
up,  Jemmy,  and  tell  what  you  know."  16.  "  I  am  up,"  said 
Jemmy.  17.  "  Then  tell  what  you  know,"  said  John. 
18.  "I  saw  Tom  licking  his  chops  over  the  feathers,"  said 
Jemmy.  19.  "  That  settles  it ;  Tom  is  a  chicken-thief  and  a 
murderer.  20.  The  Court  decides  that  the  prisoner  shall  be 
put  into  a  bag,  and  be  delivered  over  to  the  tender  mercies 
of  those  mothers  whose  offspring  he  has  so  foully  murdered !" 
21.  The  judge  laid  aside  the  symbol  of  his  office  and  left  the 
judgment-seat.  22.  That  means  that  John  put  down  his 
stick  and  got  up  from  the  hen-coop.  23.  The  picture  shows 
that  the  children  had  quite  a  struggle  in  carrying  out  the 
first  part  of  the  sentence.  24.  The  picture  shows,  too,  that 
there  are  not  so  many  spectators  among  the  poultry  as  in 
the  picture  of  the  trial.  25.  Tom's  howling  made  them 
scatter. 


LESSON  XXIX. 

THE   CRIMINAL  PUNISHED. 


1.  Tom  made  a  horrible  caterwauling  while  they  were 
putting  him  into  the  bag.  2.  It  put  the  whole  poultry-yard 
into  a  tumult.  3.  The  hands  of  both  John  and  Maggie 
were  badly  scratched,  but  at  last  they  had  Tom  safely  bag- 


PART   in.]  NATURAL    HISTORY    AND    LANGUAGE.  77 

ged,  leaving  only  his  head  out.  4.  Maggie  said  Tom  must 
think  the  Court  gave  him  a  foul  sentence.  5.  "I  do  wish, 
Maggie,  that  you  would  stop  making  those  miserable  puns." 
6.  The  children  had  made  up  their  minds  to  place  Tom  in 
the  poultry-yard,  tied  up  in  the  bag,  and  let  the  hens  peck 
him.  7.  Maggie  asked  if  there  was  not  danger  that  the 
hens  might  peck  at  Tom's  eyes.  8.  John  and  Maggie 
agreed  to  stand  by  and  see  that  no  real  harm  was  done  to 
Tom.  9.  All  this  time  poor  Bessie's  heart  was  becoming 
softer  and  softer.  10.  In  the  picture  Tom  is  on  the  ground 
in  his  bag.  11.  A  hen  has  hold  of  one  of  Tom's  ears,  and  is 
pulling  very  hard.  12.  Two  or  three  other  hens  are  pecking 
at  Tom's  body  through  the  bag.  13.  Tom,  of  course,  is  in 
a  fearful  rage,  but  cannot  use  his  claws  because  of  the  bag. 
14.  It  was  hardly  fair-play.  15.  Bessie  is  holding  a  hand- 
kerchief to  her  eyes,  and  begging  John  and  Maggie  to  let 
Tom  go.  16.  People  in  country  places  take  this  way  to  cure 
cats  of  chicken- stealing. 

LESSON  XXX. 

TOM  AND  THE  TWO  OLD  RATS. 
A  TRAGEDY.— THE  PROLOGUE. 

1.  In  a  tragedy,  somebody  is  killed,  or  something  dread- 
ful happens.  2.  In  the  picture,  Tom  is  seated  on  his 
haunches,  and  has  one  paw  up.  3.  Somebody  may  say  that 
Tom  has  seen  a  grasshopper  or  a  butterfly  pass  before  him, 
and  has  put  up  his  paw  to  catch  it.  4.  That  cannot  be,  be- 
cause his  claws  are  not  out.     5.  Some  one  may  think  that  a 


78  NATURAL    HISTORY    AND   LANGUAGE.  [PART   III. 

fly  has  lighted  on  his  nose,  and  that  he  has  raised  his  paw 
to  brush  it  off.  6.  That  cannot  be,  because  the  man  that 
made  the  picture  has  not  put  any  fly  there.  7.  Others  may 
think  that  Tom  has  been  washing  his  face,  and  is  putting 
his  paw  back  to  its  place  beside  the  other.  8.  If  that  was 
so,  Tom  would  look  very  sleepy  and  happy.  9.  Instead  of 
that,  he  looks  very  much  excited.  10.  The  truth  is,  this  is  a 
tragedy ;  and  in  tragedies  they  always  talk  in  a  very  lofty 
way,  and  make  gestures.  11.  Tom  is  only  making  a  speech, 
and  has  put  up  his  paw  to  make  a  gesture.  12.  Here  is  the 
speech  made  by  Tom  : 

13.  "  My  name  is  Tom :  some  birds  to  seize  I  tried — 
Some  chickens  killed ;  the  hens  my  ears  did  pull. 
Now  good  I  mean  to  be,  and  rats  will  catch ; 
My  peace  they  vex,  my  comfort  take  away, 
No  sleep,  no  rest  I  get,  by  night  or  day. 
A  place,  a  room,  I  know — a  good  one  too — 
'Tis  there  I'll  patient  wait  a  deed  to  do." 

14.  Anybody  can  see  that  Tom  means  to  be  a  hero,  and  so 
talks  just  as  people  do  in  tragedies.  15.  We  shall  soon  see 
the  stage  where  Tom  means  to  play  the  hero  in  a  tragedy. 


LESSON  XXXI. 

Act  I.  THE   TEAGEDY  OPENS.  Soenb  1. 

1.  This  is  a  lumber-room.     2.  All  sorts  of  things  are  here. 
3.  In  one  part  of  the  room  there  are  barrels — some  empty 


PART   HI.]  NATURAL    HISTORY    AND    LANGUAGE.  79 

and  some  filled  with  rubbish.  4.  One  barrel,  I  see,  is  filled 
with  bottles  and  empty  tomato -cans.  5.  Another  is  an 
empty  flour-barrel,  but  some  flour  is  left  on  the  sides  and 
on  the  bottom.  6.  One  barrel  has  some  straw  sticking  out 
over  the  top ;  I  suppose  there  must  be  some  kind  of  grain 
in  it.  7.  In  one  place  I  see  some  boots.  8.  Most  of  the 
boots  are  lying  on  their  sides,  but  one  or  two  have  been  left 
standing  upright.  9.  On  one  side  of  the  room  is  a  shelf, 
with  some  bottles  and  cans  on  it.  10.  In  different  parts  of 
the  room  there  are  a  number  of  holes,  through  which  rats 
come  in  and  go  out.  11.  Tom  laid  his  plans  to  catch  a  rat 
in  this  room.  12.  To-day  he  scrambled  up  on  the  shelf,  and 
sat  down  to  watch.  13.  He  did  not  have  long  to  wait. 
14.  In  the  picture  Tom  is  running  after  a  rat,  both  going 
at  full  speed.  15.  By  Tom's  looks,  I  think  he  feels  sure  of 
catching  him.  16.  Here  is  what  they  said.  17.  Tom :  "Ah ! 
my  fine  fellow,  I  have  you  now."  18.  Old  Rat :  "  You 
must  catch  me  first.  19.  You  call  yourself  a  cat ;  you  are 
only  an  overgrown  kitten  !"  20.  Tom  made  a  desperate 
spring,  but  the  rat  whisked  into  his  hole,  and  Tom  lost  him. 
21.  "A  little  too  late !"  growled  Tom. 


LESSON  XXXII. 

Aot.  II.  ENTER  TOM.  Soenb  1. 

1.  Here  is  Tom  crouching  down  in  front  of  the  rat-hole. 

2.  He  saw  the  rat  go  down  the  hole,  and  expects  that  by- 

and-by  he  will  come  up  a^ain.     3.  Tom  means  to  watch  un- 

D  2 


80  NATURAL    HISTORY    AND    LANGUAGE.  [PART   in. 

til  the  old  rat  shows  himself,  and  then  he  will  catch  him. 
4.  On  the  side  of  the  room  behind  Tom  are  two  rat-holes, 
and  in  front  of  each  is  a  rat.  5.  Both  of  them  are  looking 
at  Tom.  6.  They  came  up  so  softly  that  Tom  did  not  hear 
them.  7.  One  of  the  rats  is  sitting  on  his  haunches,  and 
has  one  of  his  paws  resting  on  his  nose.  8.  The  paw  is 
small,  and  I  cannot  see  it  very  well,  but  it  looks  as  though 
only  one  claw  was  resting  on  the  rat's  nose.  9.  The  rat 
seems  to  be  moving  the  other  claws  of  that  foot  slowly  up 
and  down.  10.  It  may  be  that  he  has  put  his  paw  to  his 
lips  to  warn  the  other  rat  not  to  make  a  noise,  and  so  dis- 
turb Tom.  11.  It  may  be  that  the  rat's  nose  itches,  and  he 
is  scratching  it.  12.  If  this  is  so,  the  nose  must  itch  in 
a  very  small  place,  because  he  is  using  only  one  claw. 
13.  Now  some  one  will  say,  "Why,  the  rats  are  making 
sport  of  Tom."  14.  If  that  is  so,  they  are  doing  a  very 
wrong  thing  to  make  sport  in  a  tragedy.  15.  We  can  call 
these  rats  Joe  and  Tim.  16.  Joe  :  "What  is  that  thing  over 
there  at  that  rat-hole,  Tim  ?"  17.  Tim :  "  I  think  they  call 
it  a  cat."  18.  Joe :  "  Do  you  think  he  will  catch  the  old 
rat  that  went  down  that  hole  ?"  19.  Then  both  the  rats  put 
their  paws  up  to  their  faces  and  squeaked  in  a  low  tone. 


LESSON  XXXIII. 

THE  CRISIS. 
Aot  IIL  ENTER  TOM.— EXIT  RAT.  Scene  1. 

1.  In  a  tragedy  something  dreadful  always  happens  in 
the  third  Act.     2.  In  this  tragedy  it  will  be  a  dreadful  sight 


PART   III.]  NATURAL    HISTORY    AND    LANGUAGE.  81 

to  see.  3.  Tom  sleeps  a  good  deal  in  the  day-time,  and 
prowls  around  nights.  4.  When  he  wishes  to  sleep,  he  finds 
the  best  bed  in  the  house,  and  lies  down.  5.  Lately,  when 
taking  his  daily  nap,  these  two  old  rats  have  troubled  him 
very  much.  6.  While  Tom  is  sleeping  quietly,  one  of  the 
old  rats  will  begin  to  gnaw  a  board  inside  the  wall  on  one 
side  of  the  room.  7.  Of  course  that  makes  Tom  jump  up 
and  run  to  that  side.  8.  While  he  is  trying  to  find  out 
what  made  the  noise,  the  other  old  rat  will  begin  to  gnaw 
on  the  other  side.  9.  So  the  two  old  rats  keep  Tom  run- 
ning from  one  side  of  the  room  to  the  other.  10.  These 
things  worry  him  very  much,  and  deprive  him  of  needed 
rest.  11.  Tom  placed  himself  on  the  shelf  this  morning, 
and  made  up  his  mind  that  there  should  be  a  harrowing, 
dreadful  tragedy  in  that  very  room.  12.  "  They  shall  shriek 
in  terror !  blood  shall  spout  in  torrents !"  said  Tom,  in  a 
deep,  tragic  voice.  13.  "  I  will  do  a  deed  that  shall  make 
the  hair  stand  on  end  upon  the  heads  of  all  rats  that  shall 
hear  of  it."  14.  Tom  spoke  in  the  way  people  talk  in  trag- 
edies and  in  books  that  you  can  buy  for  five  cents.  15.  In 
the  picture  half  of  Tom's  body  is  inside  the  flour-barrel, 
and  half  is  outside.  16.  He  has  just  made  a  great  leap 
from  the  shelf  into  the  barrel.  IT.  A  rat  is  running  out  of 
a  hole  he  has  made  in  the  side  of  the  barrel  near  the  bot- 
tom. 18.  Tom  did  not  know  of  this  hole.  19.  Here  is 
what  he  said  when  he  jumped.  20.  Tom :  "  Now  I  have 
you,  you  miserable  long-tailed  rat!"  21.  Old  Hat:  "You 
must  catch  me  first,  Mr.  Long  Whiskers."  22.  With  that 
the  rat  jumped  into  his  hole. 


82 


NATUKAL    HISTORY   AND    LANGUAGE.  [pAKT  III. 


LESSON   XXXIY. 

AotIII.  SOMETHING  DKEADFUL  !  Scene  2. 

1.  The  picture  is  divided  into  two  parts.  2.  One  part 
shows  exactly  how  Tom  looked  when  he  came  out  of  the 
flour-barrel.  3.  His  fur  is  full  of  flour,  and  you  can  hardly- 
see  one  of  his  eyes.  4.  When  Tom  struck  the  bottom  of 
the  barrel  his  head  went  straight  into  a  small  pile  of  flour. 
5.  The  flour  was  a  little  damp,  and  stuck  to  his  head  just 
over  one  of  his  eyes.  6.  Poor  Tom !  it  will  take  him  all 
day  to  clean  his  fur,  and  besides,  he  did  not  catch  the  rat. 

7.  The  other  part  of  the  picture  shows  the  two  old  rats,  Joe 
and  Tim,  in  a  private  room  they  have   under  the  floor. 

8.  Joe  is  on  his  back,  holding  all  his  paws  up  in  the  air. 

9.  Tim  is  sitting  on  his  haunches,  and  has  his  face  buried  in 
his  forepaws.  10.  Both  of  them  have  been  up  and  taken  a 
peep  out  of  a  rat-hole  at  poor  Tom.  11.  Some  persons  may 
think  that  Joe  has  a  very  bad  pain  in  his  stomach,  and  is 
rolling  in  his  agony  on  the  floor.  12.  Others  may  think 
that  Tim  is  weeping  because  of  Tom's  misfortune.  13.  I 
do  not  think  that  such  people  understand  the  picture. 
14.  Here  is  what  was  said :  15.  Joe:  "Have  you  been  up, 
Tim,  to  see  that  green-eyed  cat?"  16.  Tim:  "Why,  I  was 
in  the  barrel  when  he  came  sprawling  down.  17.  The  big 
fool  thought  I  got  into  it  by  climbing  up  on  the  outside ! 
18.  He  did  not  know  of  the  hole  that  I  had  gnawed  in  the 
side."  19.  Then  the  rats  squeaked  in  a  way  that  sounded 
like  laughing;  but  nobody  laughs  in  a  tragedy,,  20.  The 
something  dreadful  to  see  is  Tom's  face. 


PART   III.]  NATURAL    HISTORY   AND    LANGUAGE.  83 

LESSON  XXXV. 

Act  IV.  TOM   ENTERS   A  BOOT. 

1.  Tours  head  and  half  his  body  is  inside  a  boot-leg. 
2.  He  took  his  place  this  morning  on  the  shelf  and  watched 
for  one  of  the  rats  to  come  out  of  his  hole.  3.  When  one 
of  the  old  rats  appeared,  Tom  waited  until  he  felt  sure  of 
him,  and  made  a  great  spring.  4.  Tom  ran,  and  the  rat  ran. 
5.  Tom  thought  he  saw  the  rat  run  into  the  boot,  and  in  he 
went  after  him.  6.  In  the  picture  you  can  see  the  rat  in 
the  back  part  of  the  room,  making  good  time  for  his  hole. 
7.  Tom's  head  is  in  the  boot,  and  he  is  pushing  with  his 
hind-legs  with  all  his  might  to  get  in  farther.  8.  Of  course 
there  is  no  rat  there,  and  Tom  has  lost  his  game  again. 
9.  After  awhile  he  took  his  head  out,  but  felt  sure  the  rat 
must  be  in  the  boot,  somewhere  near  the  toe.  10.  The 
truth  is,  although  Tom  is  a  large  cat,  he  is  quite  young. 

11.  It  is  not   so   easy  to   catch   old   rats   as   he  thought. 

12.  What  did  Tom  say  while  trying  to  get  into  the  boot  ? 

13.  It  is  not  easy  to  tell ;  his  head  was  in  the  boot-leg,  and 
only  muffled  sounds  could  be  heard.  14.  No  doubt  he  felt 
like  saying,  "  Let  me  clutch  thee,  and  I  will  tear  thy  heart- 
strings !"  15.  This  is  a  fierce  expression,  but  Tom  is  a 
fierce  animal ;  besides,  he  is  the  hero  in  a  tragedy.  16.  There 
are  plenty  of  the  same  kind  of  expressions  in  the  five- cent 
volumes ;  but  cats  do  not  use  them.  17.  Somebody  will 
say,  "  Why  did  not  the  man  that  made  the  picture  let  Tom 
catch  the  rat?"  18.  It  would  have  spoiled  the  tragedy. 
19.  A  tragedy  must  have  five  Acts,  and  this  is  the  fourth. 


84  NATURAL    HISTORY    AND    LANGUAGE.  [PART  III. 

LESSON  XXXYI. 

AotV.  THE  CATASTROPHE. 

1.  In  a  tragedy  the  fifth  Act  brings  a  great  calamity. 
2.  Here  is  Tom  looking  straight  into  my  eyes,  and  keeping 
watch  over  the  opening  in  the  boot-leg.  3.  He  must  feel 
sorry  because  he  did  not  catch  the  rats ;  but  how  calm  and 
serene  he  looks !  4.  Tom  never  smiles.  5.  Sometimes  he 
makes  faces  at  the  canary ;  but  most  of  the  time  he  looks 
serious  and  sober,  just  as  he  does  now.  6.  Now  some  per- 
sons will  say  this  cannot  be  a  tragedy.  7.  Tom  does  not 
look  sorry  enough.  8.  He  does  not  weep,  and  howl,  and 
tear  his  fur.  9.  Nobody  has  been  killed,  not  even  a  rat. 
10.  Such  persons  do  not  understand  things.  11.  Tom's 
hopes  are  in  that  boot.  12.  They  are  dead.  13.  They  will 
never  come  out.  14.  Dead  hopes  are  the  deadest  of  all 
dead  things.  15.  They  will  make  even  a  cat  feel  bad. 
16.  The  funny  part  of  it  is,  Tom  does  not  know  that  his 
hopes  are  dead.  17.  So  this  is  a  tragedy ;  the  calamity  has 
come,  the  hero  suffers,  but  he  does  not  know  it.  18.  If  you 
look  carefully,  you  will  see  the  two  old  rats,  Joe  and  Tim, 
peeping  out  of  some  rat-holes  behind  Tom's  back.  19.  They 
seem  to  be  holding  their  paws  up  to  their  faces,  as  though 
trying  to  keep  back  something.  20.  Perhaps  it  is  tears. 
21.  They  are  dressed  in  black.  22.  Can  it  be  that  they 
are  in  mourning  over  Tom's  dead  hopes,  do  you  think  ? 
23.  Perhaps  they  are  laughing,  and  think  it  is  a  comedy ; 
but,  if  I  am  not  mistaken,  those  two  old  rats  will  take  part 
in  a  real  tragedy  by -and -by. 


PART    IV. 

LESSON  I. 

BOSE  BECOMES  A  HERO. 

1.  In  the  picture  is  a  small  pond.  2.  The  water  is  not 
very  deep,  but  the  bottom  is  black  and  muddy.  3.  The 
leaves  of  two  kinds  of  lilies  are  floating  on  the  water. 
4.  The  boys  call  the  leaves  lily-pads.  5.  One  kind  of  leaves 
is  larger  than  the  other.  6.  This  water-plant  bears  a  kind  of 
yellow  flower.  7.  It  is  not  very  pretty  to  look  at.  8.  The 
other  leaves  belong  to  the  real  pond-lily.  9.  The  flower  of 
this  kind  of  lily  is  very  pretty  indeed.  10.  In  the  picture 
a  boat  is  drawn  partly  up  on  the  shore,  and  is  fastened  to 
a  post  by  a  chain.  11.  Both  the  pond  and  the  boat  belong 
to  the  owner  of  the  poultry-yard.  12.  The  children  often 
come  down  to  the  pond  and  play  on  the  shore.  13.  Bose, 
of  course,  goes  with  them.  14.  He  is  always  ready  to  go 
anywhere,  if  it  is  likely  that  there  will  be  some  sport. 
15.  The  children  often  amuse  themselves  and  Bose,  by 
throwing  sticks  into  the  water.  16.  Bose  is  always  very 
willing  to  go  in  after  them.  17.  John,  Jemmy,  and  Bose 
have  just  come  down  to  the  pond.  18.  Bose  is  now  in 
the  water,  swimming  toward  the  shore  with  a  stick  in  his 
mouth.  19.  When  he  comes  out  of  the  water  the  children 
will  give  him  plenty  of  room,  because  he  is  pretty  sure  to 


86  NATURAL    HISTORY    AND    LANGUAGE.  [PART  IV. 

dry  his  hair  by  shaking  the  water  upon  them,  if  they  do 
not  keep  out  of  the  way.  20.  Jemmy  does  not  like  pets 
very  well,  but  he  does  love  his  mother,  and  loves  flowers. 
21.  He  often  gathers  wild-flowers,  and  makes  what  he  calls 
a  nosegay  for  his  mother. 


LESSON  II. 

"BOSE,  TKIM   THE  BOAT!" 

1.  Jemmy  wanted  some  lilies,  and  asked  John  to  help 
him  get  some.  2.  They  launched  the  boat,  and  are  now  on 
the  water,  a  short  distance  from  the  shore.  3.  A  small  plat- 
form is  built  up  in  the  stern,  almost  even  with  the  top  of 
the  stern  and  the  sides  of  the  boat.  4.  Bose  has  taken  his 
place  on  the  platform,  and  is  sitting  on  his  haunches.  5.  His 
tail  sticks  out  over  the  stern,  and  looks  a  little  like  a  rud- 
der. 6.  The  children  have  no  oars,  but  are  using  long 
sticks  to  push  the  boat  over  the  water.  7.  Jemmy  finds 
that  it  is  not  easy  to  pull  out  his  stick  after  he  has  pushed 
it  against  the  bottom  of  the  pond.  8.  A  little  way  from 
the  boat  is  a  long  ripple  on  the  surface  of  the  water. 
9.  Bose  is  looking  eagerly  at  the  ripple.  10.  He  knows 
very  well  that  it  is  made  by  the  nose  of  a  musquash  that 
is  pushing  his  way  through  the  lily-stems.  11.  Bose  wish- 
es that  they  would  go  after  the  musquash.  12.  John  called 
out,  "  Bose,  trim    the   boat ;    take   a  reef   in   your   tail !"' 

13.  Bose  was   sitting  on  one  side  of  the  little  platform. 

14.  The  boat   tipped  a   little.     15.  "  Take   care !"  shouted 
John   to  Jemmy.     16.  At  this  moment  a  loud  splash  was 


PART   IT.]  NATURAL    HISTORY    AND   LANGUAGE.  87 

heard.  17.  Jemmy,  in  trying  to  reach  a  lily,  fell  overboard, 
and  sunk  to  the  bottom  of  the  pond.  18.  John  saw  that 
Jemmy  was  leaning  over  too  far,  and  jumped  to  save  him, 
but  was  too  late.  19.  In  reaching  out  after  Jemmy  he  lost 
his  own  balance,  and  went  overboard  also. 


LESSON  III. 

"OH!  BOSIE,  GOOD  DOG,  SWIM  HARD   AND  SWIM  FAST." 

1.  They  are  all  in  the  water.  2.  As  John  went  overboard, 
he  had  only  time  to  call  out  one  word,  "  Bose  I"  3.  In  an 
instant  Bose  made  a  great  spring  from  the  little  platform, 
plunged  into  the  water,  and  seized  Jemmy  as  he  was  sink- 
ing the  second  time.  4.  He  brought  him  to  the  top  of  the 
ivater  almost  quicker  than  one  could  think.  5.  When  John 
went  overboard  and  Bose  made  his  spring,  the  little  boat 
tipped  over  bottom  up.  6.  John  struggled  in  the  water, 
and  tried  to  find  some  part  of  the  boat  to  take  hold  of. 
7.  When  Bose  came  near  him,  John  seized  hold  of  his  col- 
lar. 8.  Jemmy's  face  was  still  in  the  water.  9.  John  tried 
to  help  Bose  keep  it  out,  but  it  was  of  no  use,  he  only 
pulled  Bose  under.  10.  Poor  John !  what  could  he  do  1? 
neither  he  nor  Jemmy  could  swim.  11.  At  last  he  slipped 
behind  and  took  hold  of  Bose's  tail.  12.  It  was  that  very 
tail  that  he  had  made  so  much  sport  of.  13.  "  Oh !  Bosie, 
good  dog,"  moaned  John,  "  swim  hard  and  swim  fast." 
14.  Bose  did  swim  hard  and  swim  fast.  15.  Pretty  soon 
John's  feet  touched  bottom.     16.  He  felt  weak  and  sick, 


88  NATURAL    HISTORY    AND    LANGUAGE.  [PART   IV. 

and  trembled  all  over.  17.  He  helped  Bose  pull  Jemmy 
out,  and  then  staggered  along  the  shore  and  sat  down. 
18.  Bose  stood  still  a  moment,  looked  into  Jemmy's  white 
face,  and  whined  piteously.  19.  "  Run,  Bose,  run  for  fa- 
ther!" said  John.  20.  Bose  did  run.  21.  The  grass  had 
not  time  to  grow  under  his  feet. 


LESSON  IV. 

"WHAT  IS  THE  MATTER  WITH  THE  DOG?" 

1.  When  Bose  came  to  the  house  he  found  the  door  shut. 
2.  He  ran  round  to  the  study  window.     3.  That  was  open. 

4.  He  made  a  great  leap,  and  went  through  the  window. 

5.  The  father  was  sitting  at  a  table  reading.  6.  Tom  was 
asleep  on  the  sofa.  7.  The  picture  shows  Bose  coming 
through  the  open  window.  8.  The  father  has  sprung  to 
his  feet  and  is  saying,  "  What  is  the  matter  with  the  dog  f 
is  he  mad  ?"  9.  Tom  is  standing  on  the  sofa  with  his  back 
hunched  up.  10.  His  eyes  are  shining  and  his  fur  stands 
out  all  over  him.  11.  As  Bose  jumped,  he  struck  a  flower- 
vase  standing  in  the  window  recess,  broke  it,  and  tipped  over 
a  chair.  12.  He  seized  the  father's  coat  and  pulled  it  until 
he  tore  it.  13.  The  father's  face  grew  white.  14.  "  Moth- 
er !"  he  shouted,  "  where  are  the  children  ?"  15.  He  did  not 
wait  for  an  answer,  but  rushed  out  of  the  door.  16.  Bose 
and  the  father  went  at  full  speed  for  the  lily-pond.  17.  Two 
or  three  times  Bose  pulled  the  father's  coat.  18.  He  want- 
ed him  to  run  faster.     19.  Pretty  soon  they  came  to  the 


PART    IV.]  NATURAL    HISTORY    AND    LANGUAGE.  89 

shore  of  the  pond.  20.  There  lay  Jemmy  with  his  white 
face.  21.  The  father  stooped  down  and  found  that  he 
breathed.  22.  John  was  sobbing  as  though  his  heart  would 
break.  23.  "  Do  not  cry,  John  ;  he  will  live."  24.  The  fa- 
ther took  Jemmy  up  in  his  arms  and  carried  him  toward 
home.     25.  Bose  and  John  followed  after. 


LESSON  Y. 

"BOSE,  YOU  ARE  A  HERO!" 

1.  When  they  came  back  to  the  house,  the  mother  got 
some  dry  clothes  for  John.  2.  Jemmy's  wet  clothes  were 
taken  off,  and  he  was  put  to  bed.  3.  The  father  said  that, 
after  he  had  had  some  good  sleep,  he  would  be  all  right. 
4.  After  awhile  they  all  went  into  the  library.  5.  There 
lay  the  broken  vase,  the  flowers,  and  the  overturned  chair. 
6.  "  Call  Bose,"  said  the  father.  7.  Bose  came  and  stood 
at  the  door  a  moment.  8.  He  looked  a  little  shy,  because 
he  had  never  been  allowed  in  the  library.  9.  The  picture 
shows  the  father  sitting  in  a  chair.  10.  The  mother  and 
the  three  children  are  standing  near.  11.  "  Come  here, 
Bose,"  said  the  father.  12.  Bose  came  forward  and  rested 
his  head  on  the  father's  knee.  13.  The  father  patted  Bose's 
head  softly.  14.  "  Bose,  you  are  a  noble  dog ;  you  are  a 
real  hero."  15.  The  father's  voice  trembled  a  little  as  he 
spoke.  16.  Bose  looked  up  into  his  face.  17.  He  did  not 
understand  what  he  meant  by  calling  him  a  hero.  18.  The 
father  had  never  patted  his  head  before.     19.  That  was  a 


90  NATURAL    HISTORY    AND    LANGUAGE.  [PART   IV. 

real  honor.  20.  A  few  days  after  this  the  children  opened 
the  door  of  the  library.  21.  There  lay  the  father  fast  asleep 
upon  a  low  sofa.  22.  Bose  lay  curled  up  on  the  floor  very 
near  the  sofa,  fast  asleep  too.  23.  The  father's  hand  was 
stretched  out,  and  was  resting  on  Bose's  head.  24.  The 
children  closed  the  door  softly. 


LESSON  VI. 

BOSE  DOES  NOT  WIPE  HIS  FEET  ON  THE  MAT. 

1.  Bose  never  could  learn  to  wipe  his  feet  on  the  mat. 
2.  He  often  wanted  to  come  into  the  house  with  muddy 
feet.  3.  The  mother  did  not  like  this,  and  often  said, 
"  Bose,  you  must  go  straight  out ;  your  feet  are  muddy." 
4.  Bose  always  went.  5.  After  the  trouble  at  the  lily-pond, 
when  Bose  came  to  the  door  and  wanted  to  come  in,  the 

mother  would  say,  "  Bose "     6.  Then  she  would  stop. 

7.  She  never  got  any  further  than  that  one  word.  8.  Some- 
how she  seemed  to  remember  something.  9.  It  amused  the 
children  very  much.  10.  One  day  the  children  were  play- 
ing in  the  yard,  when  Bose  came  to  the  door.  11.  The 
children  saw  the  mother  with  a  brush  rubbing  off  the  dirt 
on  Bose's  feet.  12.  Then  Bose  came  in.  13.  The  picture 
shows  the  mother  sitting  in  a  chair.  14.  Bose  has  placed 
his  head  on  the  mother's  lap,  and  is  looking  up  into  her 
face.     15.  The    mother    is    stroking    Bose's    head    softly. 

16.  Jemmy  has  just  come  in,  and  is  looking  at  his  mother. 

17.  He  asked  her  if  she  had  anything  in  her  eyes.     18.  He 


PART   IV.]  NATURAL    HISTORY   AND   LANGUAGE.  91 

said  they  were  full  of  water.  19.  His  mother  said  the  eye 
was  very  tender,  and  almost  anything  would  make  the  tears 
come.  20.  Nobody  said,  after  this,  "  Bose,  you  must  go 
straight  out."  21.  When  it  is  wet  out-of-doors,  and  Bose 
wants  to  come  in,  he  comes  to  the  door  and  gives  a  low 
bark.     22.  Then  the  mother  goes  out  and  brushes  his  feet. 


LESSON  VII. 

BOSE  IS  INVITED   TO   DINNER. 

1.  The  picture  shows  the  whole  family  at  dinner.  2.  Bose 
is  sitting  in  a  chair  on  the  right  of  the  father.  3.  This  is 
John's  seat,  but  he  has  given  it  up  to-day  to  Bose.  4.  John 
asked  his  father  if  he  might  give  a  chair  at  the  table  to 
Bose.  5.  He  said  Bose  had  saved  two  lives,  and  so  was  a 
hero,  and  ought  to  be  invited  to  a  dinner.  6.  He  was  a 
member  of  the  family,  he  said,  and  had  his  rights.  7.  The 
father  smiled,  and  said  he  had  no  objection,  if  the  mother 
was  willing.  8.  So  Bose  had  his  place  with  the  rest,  the  seat 
of  honor,  and  John  sat  at  the  opposite  side  of  the  table. 
9.  Bose's  tail  stuck  out  behind  between  the  rounds  of  the 
chair,  and  as  Jemmy  passed  by  to  take  his  seat,  he  gave  it 
a  light  pull.  10.  Bose  looked  round,  astonished  that  Jem- 
my should  take  such  a  liberty.  11.  Bose  got  along  very 
well  at  dinner.  12.  Of  course  he  had  not  had  time  to  learn 
"  company  manners "  on  so  short  a  notice.  13.  The  day 
was  warm,  and  Bose  kept  his  mouth  wide  open  and  let  his 
red  tongue  hang  out.     14.  "Mother,"  said  the  father,  "I 


92  NATURAL    HISTORY   AND   LANGUAGE.  [PART   IV. 

am  afraid  the  children  will  spoil  the  dog  by  petting  him 
too  much."  15.  The  mother  smiled,  and  the  children  look- 
ed at  each  other.  16.  They  were  all  thinking  of  what  they 
saw  in  the  library.  17.  Bose  is  a  hero,  but  he  does  not 
carry  his  tail  any  higher  than  he  did  before. 


LESSON  yin. 

BOSE'S    MEMOEIAL. 

1.  In  the  picture  the  children  are  on  the  shore  of  the 
lily-pond.  2.  On  the  very  spot  where  Bose  pulled  Jemmy 
out  from  the  water  there  is  quite  a  large  pile  of  stones. 
3.  John  said  that  Bose  ought  to  have  a  memorial,  so  he  and 
the  children  have  built  up  the  pile.  4.  Bose  is  making  a 
leap  right  over  it.  5.  After  the  children  had  finished  the 
memorial,  John  pointed  to  it,  and  told  Bose  what  it  was 
for.  6.  Bose  thought  he  told  him  to  jump  over  it,  and  he 
did,  7. "  Shame,  Bose,"  said  John, "  to  jump  over  your  own 
memorial !"  but  Bose  did  not  seem  ashamed.  8.  Not  very 
far  from  the  pile  of  stones  is  a  marble  column.  9.  On  the 
top  is  a  bronze  dog.  10.  On  the  side  is  a  dog's  tail,  curled. 
11.  Just  above  that  is  a  wreath.  12.  Just  below  is  a  wood- 
chuck,  standing  straight  up  on  his  hind-legs.  13.  The  mar- 
ble column  is  a  copy  of  a  picture  made  by  John.  14.  The 
bronze  dog  is  Bose,  and  the  tail  is  Bose's  tail.  15.  The 
wreath  is  supposed  to  be  on  the  top  of  the  tail.  16.  John 
showed  the  picture  to  his  father,  and  told  him  he  was  going 
to  have  a  copy  of  it  in  white  marble  "  when  his  ship  came 


PART    IV.]  NATURAL    HISTOEY    AND    LANGUAGE.  93 

in  I"  17.  The  father  smiled,  and  said  he  thought  it  would 
be  easier  to  make  the  picture  than  to  make  the  marble 
memorial.  18.  So  when  John's  "ship  comes  sailing  in,"  we 
shall  all  see  on  the  shore  of  the  lily-pond  a  tall  marble  col- 
umn, a  bronze  dog  on  the  top,  a  curly  tail  crowned  on  the 
side,  and  a  woodchuck  rampant  below.  19.  John  says  that 
is  the  way  Bose  would  like  to  see  a  woodchuck  coming  at 
him.  20.  I  do  not  think  that  Bose  will  be  able  to  jump 
over  the  marble  memorial. 


LESSON  IX. 

THE   HUNTSMAN  HUNTED. 

1.  Here  is  a  picture  of  the  fox  that  lives  up  in  the  Blue 
Mountains.  2.  He  has  been  out  all  night,  and  is  on  his  re- 
turn home.  3.  It  is  now  early  morning.  4.  The  dark  hole 
that  you  see  among  the  rocks  is  the  entrance  to  his  den, 
and  is  called  a  burrow.  5.  Most  likely,  if  we  should  exam- 
ine carefully,  we  should  find  that  he  has  two  holes.  6.  So 
if  any  one  should  try  to  dig  him  out  at  one  of  his  holes, 
he  would  go  slyly  out  of  the  other.  7.  The  fox  has  a 
chicken  in  his  mouth,  which  he  stole  from  the  poultry-yard. 
8.  This  kind  of  fox  is  called  the  red  fox.  9.  His  fur  is  very 
long.  10.  The  color  of  his  back  and  sides  is  reddish  yellow. 
11.  His  tail  is  very  long  and  bushy,  and  is  so  limber  that 
when  he  lies  down  he  can  wind  it  about  his  nose.  12.  His 
feet  and  ears  are  covered  with  black  hair.  13.  He  has  the 
same  number  of  toes  that  the  dog  has,  but  they  have  more 


94  NATURAL    HISTORY   AND    LANGUAGE.         [PART   IV. 

hair  on  them.  14.  The  fox's  nose  is  more  pointed  than  the 
dog's,  and  his  eyes  are  brighter  and  keener.  15.  The  fox 
is  very  sly  and  cunning.  16.  The  pupils  of  his  eyes  are  not 
round  like  the  dog's.  17.  When  his  eyes  are  turned  to  a 
strong  light  the  pupils  are  flattened  like  the  cat's.  18.  Like 
the  cat,  the  fox  can  see  well  in  the  dark,  and  most  of  his 
hunting  is  done  in  the  night-time. 


LESSON  X. 

SCORE  ONE  FOR  TOM. 

1.  In  the  picture  there  is  a  low  shed,  open  on  one  side, 
built  up  outside  the  poultry -yard.  2.  The  owner  of  the 
yard  put  it  up  to  shelter  sheep  in  a  storm.  3.  On  the  top 
of  the  shed  Tom  is  standing  with  a  chicken  in  his  mouth. 
4.  He  looks  very  fierce  indeed,  but  he  is  not  going  to  eat 
the  chicken.  5.  Down  below  there  is  a  small  pile  of  lum- 
ber. 6.  Near  one  end  of  the  pile  the  sharp  nose  and  the 
keen  eyes  of  a  fox  can  be  seen.  7.  This  is  the  fox  that 
lives  on  the  Blue  Mountains.  8.  Yesterday  morning  he 
caught  a  chicken  that  had  wandered  outside  the  yard,  and 
carried  it  off  to  his  home  in  the  mountains.  9.  He  return- 
ed very  early  this  morning  to  get  another.  10.  Tom  was 
prowling  round  as  usual  in  the  field.  11.  Hens,  as  every- 
body knows,  leave  the  perch  very  early  in  the  morning. 

12.  One  old  hen's  chicken  strayed  away  from  its  mother, 
and  Master  Fox  made  up  his  mind  to  have  that  chicken. 

13.  He  crept  slyly  along,  and  was  just  ready  to  spring  upon 


PART   IV.]  NATURAL    HISTORY   AND   LANGUAGE.  95 

it.  14.  Tom  saw  the  fox,  sprang  and  seized  the  chicken, 
and  made  a  clean  leap  to  the  top  of  the  shed,  where  he  is 
now.  15.  The  chicken  is  peeping  feebly,  but  is  not  much 
hurt.  16.  When  the  old  hen  saw  Tom  seize  her  chicken, 
she  thought  he  was  going  to  kill  it,  and  flew  over  the  fence 
to  save  it.  17.  She  is  walking  about  in  great  distress,  with 
her  feathers  puffed  up.  18.  The  fox,  of  course,  ran  away, 
and  lost  his  breakfast.     19.  Is  Tom  a  hero,  do  you  think  \ 


LESSON  XL 

THE    FOX-TKAP. 

1.  Here  is  a  picture  of  a  double  spring  steel -trap,  set. 
2.  There  are  five  parts  to  this  kind  of  trap.  3.  The  springs 
are  made  of  steel,  and  press  the  jaws  together.  4.  The 
broad  piece  of  iron  between  the  jaws  is  called  the  pan. 
5.  The  piece  of  iron  on  which  the  pan  is  placed  is  called 
the  tongue.  6.  At  the  other  end  of  the  tongue  is  the 
catch.  7.  When  an  animal  steps  upon  the  pan,  he  presses 
it  down,  and  that  lets  loose  the  catch.  8.  The  springs  then 
make  the  jaws  come  together  with  a  snap,  and  the  leg  of 
the  animal  is  caught.  9.  Fastened  to  the  trap  is  a  chain. 
10.  To  make  the  trap  complete,  the  chain  is  fastened  to  a 
piece  of  wood  called  a  clog.  11.  The  fox  is  very  cunning, 
and  it  is  not  easy  to  catch  him  with  a  trap.  12.  His  sense 
of  smell  is  very  keen,  and  he  will  not  touch  anything  that 
has  been  recently  handled.  13.  Hunters  contrive  various 
ways  of  concealing  the  scent  of  the  hands.     14.  They  often 

E 


96  NATURAL    HISTORY   AND    LANGUAGE.  [PART   IV. 

boil  the  trap  in  a  weak  lye,  then  grease  it  thoroughly,  and 
finally  smoke  it  over  burnt  hen's  feathers.  15.  The  trap  is 
then  ready  for  use.  16.  After  the  trap  has  been  prepared 
for  setting,  the  hunter  puts  on  buckskin  gloves,  and  never 
allows  the  bare  hand  to  touch  it.  17.  The  "bed"  for  the 
trap  should  be  about  three  feet  across,  and  should  be  cov- 
ered with  chaff  two  inches  deep. 


LESSON  XII. 

HE  NEARS   HIS  FATE. 

1.  The  father  says  the  fox  must  be  caught.  2.  The  fox, 
or  a  hen-hawk,  or  an  owl,  gets  a  chicken  almost  every  day. 
3.  John  and  the  father  got  ready  to  catch  the  fox.  4.  First, 
they  made  a  bed  of  chaff.  5.  They  put  some  pieces  of 
roasted  meat  in  and  around  the  chaff.  6.  The  fox  came  the 
next  night  and  ate  them.  7.  They  did  the  same  for  two  or 
three  days.  8.  Then  they  set  the  trap  carefully,  and  almost 
covered  it  with  chaff.  9.  Pieces  of  meat  were  put  here  and 
there,  in  and  around  the  chaff.  10.  Of  course  some  pieces 
were  put  near  the  pan  of  the  trap.  11.  The  grass  lying 
near  was  made  to  look  as  if  it  had  not  been  trampled  on. 

12.  The  next  night  the  fox  came  as  usual  to  get  his  meat. 

13.  In  the  picture  he  can  be  seen  coming  slowly  and  care- 
fully to  the  place  where  the  trap  is  set.  14.  When  he  came 
to  the  bed  of  chaff,  he  crouched  down  and  looked  careful- 
ly around,  acting  almost  exactly  as  a  cat  does  when  she 
goes  after  game.     15.  He  picked  up  the  meat  outside  the 


PART    IV.]  NATURAL    HISTORY   AND    LANGUAGE.  97 

chaff  first.  16.  After  a  time  he  went  upon  the  chaff  and 
bore  his  weight  upon  the  pan  of  the  trap.  17.  In  an  in- 
stant the  jaws  were  let  loose  and  flew  together  with  a 
loud  snap.  18.  The  poor  fox  was  caught.  19.  He  thought 
at  first  that  he  would  gnaw  off  his  foot,  but  found  that  he 
could  move  the  trap.  20.  He  started  for  his  home,  drag- 
ging the  trap  and  the  clog  after  liim.  21.  It  is  a  cruel  way 
to  catch  game. 


LESSON  XIII. 

WHAT   SHALL  BE   DONE  WITH  THE   PROWLER? 

1.  The  father,  John,  Maggie,  and  Bose  have  come  out  to 
see  if  the  fox  has  been  caught.  2.  They  did  not  find  the 
trap  in  the  chaff,  and  looked  around  to  see  what  had  be- 
come of  it.  3.  A  long  way  off  they  saw  an  object  moving 
slowly.  4.  On  going  near,  they  saw  it  was  the  fox  pulling 
the  trap  and  the  clog  along.  5.  When  they  came  up  to 
him  he  seemed  to  be  dead.  6.  He  had  shut  his  eyes,  and 
did  not  move.  7.  John  was  going  to  take  him  out,  but  his 
father  stopped  him.  8.  "Wait  a  moment,  John,"  said  the 
father :  "I  do  not  think  he  is  dead ;  that  is  one  of  his 
tricks."  9.  Sure  enough,  in  a  little  while  he  opened  his 
eyes.  10.  John  was  going  to  kill  him.  11.  "  Oh,  do  not 
kill  him !"  said  Maggie  ;  "  what  harm  has  he  done  to  you  ?" 
12.  "He  kills  the  chickens,"  said  John.  13.  Bose  was  eager 
to  rush  upon  the  fox  and  finish  him,  but  Maggie  caught 
him  by  the  collar,  and  said,  "  Bose,  if  you  kill  that  fox  you 
are  not  my  dog."     14.  Bose  looked  up  quickly,  dropped  his 


98  NATURAL    HISTORY   AND   LANGUAGE.  [PART   IV. 

tail  a  little,  and  was  quiet.  15.  John  said  that  was  just 
the  way  with  girls — they  can  be  cruel  enough,  but  it  makes 
them  faint  to  see  the  blood  come.  16.  The  father  smiled. 
17.  They  carried  the  fox  home,  and  John  put  him  into  a 
hen-coop.  18.  John  told  his  father  that  he  meant  to  tame 
him.  19.  The  father  said  that  it  was  not  easy  to  tame  wild 
animals.  20.  That  very  night  the  fox  dug  a  hole  under  the 
coop,  and  was  off.  21.  He  came  no  more  to  that  poultry- 
yard. 


LESSON  XIY. 

THE    TWO    HUNTEKS. 

1.  Bose  and  John  are  ready  to  go  a  hunting.  2.  John 
has  a  cross-bow  on  his  shoulder.  3.  The  bow  is  of  steel, 
and  will  send  an  arrow  with  a  great  deal  of  force.  4.  The 
father  thought  it  would  be  a  safer  weapon  for  a  boy  than  a 
gun.  5.  A  leather  belt  is  around  John's  waist,  and  a  quiv- 
er, containing  his  arrows,  is  fastened  to  the  belt.  6.  John 
has  on  some  leggings,  fastened  by  a  row  of  buttons  up  the 
sides.  Y.  These  leggings  will  keep  his  clothes  from  being 
torn  by  bushes  and  brambles.  8.  Bose  has  no  gun  and  no 
cross-bow,  but  he  has  some  good  teeth  and  four  good  legs. 
9.  He  can  run  pretty  fast,  but  not  very  fast.  10.  He  cannot 
run  fast  enough  to  catch  a  rabbit  or  a  fox ;  still,  he  is  a 
pretty  good  hunting-dog.  11.  He  can  tree  a  partridge,  or 
other  game-bird,  very  handsomely,  and  knows  enough  to 
bark  and  stop  barking  at  the  right  time.  12.  He  was  so 
happy  because  he  was  going  with  John  that  he  perform- 


PART   IV.]         NATURAL    HISTORY    AND    LANGUAGE.  99 

ed  all  sorts  of  antics.  13.  He  lay  down  and  rolled  over. 
14.  He  jumped  up  and  put  his  fore-paws  on  John's  shoul- 
ders. 15.  John  put  his  hands  on  his  knees  and  bent  over, 
and  Bose  made  a  clean  leap  over  John's  back,  and  never 
touched.  16. 1  forgot  to  say  that  Bose  carried  his  tail  with 
him.  17.  This  is  almost  as  useful  to  him  as  his  feet;  at 
any  rate,  he  uses  it  almost  as  much.  18.  In  the  picture 
Bose  is  running  at  full  speed,  in  a  circle,  around  John. 


LESSON  XV. 

BOSE   CALLS   UPON  A  WOODCHUCK— HE  IS  NOT  AT  HOME. 

1.  Bose  amused  himself  in  all  sorts  of  ways  while  going 
to  the  hunting-ground.  2.  He  jumped  over  fences  and 
stone  walls,  and  ran  races  with  a  number  of  little  birds. 
3.  The  birds  always  beat  him  in  the  race,  but  that  made  no 
difference  to  him.  4.  He  had  the  pleasure  of  running  and 
barking.  5.  He  ran  after  a  little  cat-bird.  6.  The  cat-bird 
flew  up  into  a  tree,  and  began  to  make  a  noise  that  sound- 
ed like  the  mewing  of  a  cat.  7.  Bose  stopped  a  moment. 
8.  He  thought  of  that  dreadful  dream -cat.  9.  The  mere 
thought  of  that  terrible  creature  pulled  down  his  tail  sev- 
eral inches.  10.  Bose  saw  that  it  was  a  bird  that  made  the 
noise,  and  then  he  felt  better.  11.  In  the  picture  Bose  has 
found  a  woodchuck's  hole.  12.  He  began  at  once  to  dig 
out  the  woodchuck.  13.  He  made  his  paws  fairly  fly. 
14.  He  flung  the  dirt  to  the  right,  the  left,  and  over  his 
back.     15.  It  got  into  his  eyes,  his  nose,  and  his  mouth. 


100  NATURAL    HISTORY    AND    LANGUAGE.  [PART  IV. 

16.  The  hole  is  at  the  foot  of  a  small  tree.  17.  Bose  has 
just  got  hold  of  a  root  that  is  in  his  way.  18.  He  is  grunt- 
ing and  growling,  and  pulling  with  all  his  might.  19.  John 
has  just  come  up.  20.  "  What  are  you  doing  at  that  hole  V 
said  John.  21.  "  There  has  been  no  woodchuck  there  for 
the  last  six  months."  22.  Bose  stopped  digging,  and  looked 
up  astonished.  23.  He  felt  very  sure  that  he  smell ed  the 
woodchuck. 


LESSON  XVI. 

BOSE   TRIES   TO   CROSS  A  BRIDGE,  AND   STOPS  IN   THE   MIDDLE. 

1.  In  the  picture  is  a  small  brook.  2.  The  trunk  of  a 
small  tree,  from  which  the  branches  have  been  trimmed, 
extends  from  one  bank  to  the  other.  3.  Bose  saw  a  squir- 
rel near  one  of  the  banks  of  the  brook,  and  ran  after  him. 
4.  To  get  away  from  Bose,  the  squirrel  ran  over  the  pole 
to  the  other  shore.  5.  Bose  tried  to  follow.  6.  He  started 
to  walk  over  the  pole ;  but  he  was  heavy,  and  the  pole  was 
unsteadj7.  7.  He  was  about  half  across,  when  the  pole  be- 
>t{an  to  turn  a  little,  first  one  way  and  then  the  other. 
8.  Bose  thought  he  would  go  back.  9.  He  could  not  turn 
unless  he  could  place  all  his  feet  together.  10.  There  was 
not  room  enough  to  do  that.  11.  Bose  was  puzzled.  12.  He 
was  afraid  to  go  forward,  and  could  not  go  back.  13.  John 
called  him,  and  Bose  tried  to  turn  round,  but  lost  his  foot- 
hold. 14.  He  tried  to  save  himself,  but  down  he  went. 
15.  The  picture  shows  him  about  half-way  between  the 
pole  and  the  water.     16.  It  did  not  take  him  long  to  go 


PART   IV.]  NATURAL    HISTORY    AND    LANGUAGE.  101 

the  rest  of  the  distance.  17.  The  water  was  not  very  deep, 
but  the  mud  was.  18.  Bose  scrambled  out  as  quick  as  he 
could,  and  stood  on  the  shore  covered  all  over  with  blue 
mud.  19.  John  came  up  and  called  out,  "  Oh,  Bose,  what 
a  dirty  dog  you  are !"  20.  Bose  had  half  a  mind  to  put 
his  paws  on  John's  shoulders  and  kiss  him.  21.  He  was  a 
little  ashamed,  and  held  his  head  down.  22.  At  last  he 
looked  up  and  wagged  his  muddy  tail  slowly.  23.  "  Glo 
and  scrape  yourself,"  said  John.  24.  Bose  scraped  himself 
on  the  grass. 


LESSON"  XVII. 

AN  UNEXPECTED  VISITOR. 

1.  At  last  they  have  come  to  the  hunting-ground,  the 
place  where  John  wishes  to  try  his  skill  with  his  cross-bow. 
2.  It  is  a  piece  of  rough  pasture-ground,  covered  here  and 
there  with  clumps  of  bushes  and  small  trees.  3.  John 
wishes  to  shoot  some  quail.  4.  He  has  just  come  upon  a 
mother  quail  and  her  family.  5.  You  can  see  the  little 
quail  running  to  hide  themselves  in  a  clump  of  bushes. 
6.  The  mother  seems  to  be  in  great  distress.  7.  She  pre- 
tends to  be  very  lame,  and  is  flattering  along  in  front  of 
John,  and  beating  the  ground  with  her  wings.  8.  She 
wishes  to  lead  him  away  from  the  clump  of  bushes  where 
her  young  are  going.  9.  John  thought  the  bird  had  been 
wounded,  and  that  it  would  be  easy  to  catch  it.  10.  He 
left  the  young  birds,  and  ran  after  the  mother.  11.  The 
faster  John  went,  the  faster  the  quail  went.    12.  When  they 


102  NATURAL    HISTORY   AND    LANGUAGE.  [PART   IV. 

had  gone  some  distance  from  the  bushes,  the  quail  spread 
her  wings  and  flew  away.  13.  This  was  the  bird's  way  of 
getting  her  young  out  of  danger.  14.  John  wanted  to  catch 
one  of  the  young  quail  and  carry  it  home,  to  see  if  he 
could  not  tame  it.  15.  He  went  back  to  the  bushes  to  find 
one.  16.  They  were  very  small,  and  he  felt  sure  he  could 
catch  one  of  them.  17.  He  searched  the  bushes  as  well  as 
he  could,  but  not  a  quail  could  he  find.  18.  They  were 
there,  but  carefully  hid  under  the  leaves. 


LESSON  XYIII. 

I  SHOT  HIM  WITH  MY  CROSS-BOW. 

1.  Here  is  a  larger  picture  of  a  quail.  2.  By  the  side 
of  it  is  a  picture  of  a  quail's  leg  and  foot.  3.  It  is  a  very 
pretty  bird,  and  has  a  very  delicate  foot.  4.  You  can  see 
that  the  claws  are  not  so  blunt  as  the  hen's  claws.  5.  The 
bird  ought  not  to  be  called  a  quail.  6.  Its  real  name  is 
Virginia  partridge.  7.  In  the  morning  and  toward  evening 
it  makes  a  sort  of  whistling  noise  that  sounds  like  "Bob 
White."  8.  Some  people  think  that  the  noise  sounds  like 
"  More  wet."  9.  Some  boys  learn  to  whistle  so  nearly  like 
the  sound  made  by  the  bird  that  you  can  hardly  tell  the 
difference.  10.  After  many  trials,  John  came  near  enough 
to  get  a  shot  at  a  quail,  and  killed  it.  11.  I  suppose  that 
Margaret  would  have  said  that  John  shot  the  arrow,  and 
the  bird  happened  to  come  along  and  was  hit.  12.  Bose 
ran  and  picked  up  the  bird,  and  brought  it  to  John.     13. 


PART   IV.]  NATURAL    HISTORY    AND    LANGUAGE.  103 

Then  he  went  back  and  picked  up  the  arrow.  14.  Some- 
times, in  the  winter,  quail  become  so  tame  that  they  will 
come  to  the  farm-yards  and  pick  up  corn  and  other  grain 
with  the  poultry.  15.  John  saw  so  many  quail  that  he 
thought  it  would  be  a  good  place  to  set  a  snare. 


LESSON  XIX. 

THE   QUAIL   SNARE. 

1.  Here  is  a  picture  of  the  snare  made  by  John  to  catch 
quails.  2.  First  he  drove  four  pointed  sticks  into  the  earth 
in  the  form  of  a  square,  and  then  tied  a  string  around  the 
sticks,  about  a  foot  from  the  ground.  3.  Next  John  got 
some  long  hairs  from  the  tail  of  a  horse,  and  twisted  three 
of  them  together.  4.  Then  he  made  a  loop  at  one  end  of 
the  horse-hair  string,  and  passed  the  other  end  through  this 
loop.  5.  That  made  a  slip-knot.  6.  John  made  quite  a 
number  of  these  slip-knots.  7.  After  that  he  tied  two  of 
them  to  the  string  on  each  side  of  the  square.  8.  The  low- 
er part  of  each  slip-knot  was  raised  a  little  from  the  ground, 
and  was  spread  out  almost  in  the  shape  of  a  circle.  9.  John 
then  took  a  handful  of  corn,  and  put  a  few  kernels  in  a 
straight  line  outside  the  square,  in  front  of  each  slip-knot. 

10.  Next  he  scattered  some  corn  in  the  inside  of  the  square. 

11.  The  quail  begins  to  pick  up  the  corn,  kernel  by  kernel, 

outside  the  square.     12.  It  walks  along,  and  begins  to  pick 

up  the  kernels  inside.     13.  By  this  time  the  noose  is  around 

the  bird's  neck.     14.  The  quail  keeps  pressing  forward,  and 

E  2 


104  NATURAL    HISTORY    AND   LANGUAGE.  [PART  IV. 

draws  the  slip-knot  tighter  and  tighter.     15.  It  does  not 
know  enough  to  go  back,  and  at  last  is  choked  to  death. 


LESSON  XX. 

THE   DRUMMER  OF   THE  WOODS. 

1.  After  John  had  killed  the  quail,  he  heard  a  very 
strange  noise  in  a  wood  of  small  trees  on  one  side  of  the 
pasture.  2.  Pie  had  heard  this  noise  many  times,  but  this 
time  it  seemed  very  near.  3.  He  thought  that  he  would 
get  as  near  as  he  could,  and  see  how  it  was  made.  4.  John 
walked  very  softly  and  carefully  until  he  came  to  a  little 
opening  among  the  trees.  5.  Here  he  saw  a  partridge  on 
an  old  log.  6.  The  bird  was  puffing  up  his  feathers,  spread- 
ing his  tail,  and  strutting  about  on  the  log.  7.  He  acted 
just  as  the  turkey-gobbler  does  in  the  poultry-yard.  8.  The 
head  of  the  partridge  was  turned  away  from  John,  and  he 
had  a  good  chance  to  see  him.  9.  While  John  was  look- 
ing, the  partridge  spread  his  wings,  raised  them  above  his 
back,  and  brought  them  down  forcibly  against  his  sides. 
10.  He  struck  his  wings  slowly  at  first,  then  more  and  more 
rapidly.  11.  The  sound  ended  in  a  rolling  beat,  like  the 
roll  of  a  drum.  12.  This  sound  can  be  heard  a  long  dis- 
tance on  a  still  morning.  13.  John  was  so  much  taken  up 
with  hearing  the  drumming  of  the  partridge  that  he  for- 
got about  his  cross-bow.  14.  He  might  have  killed  the 
bird.  15.  Soon  the  partridge  turned  round,  saw  John,  and 
flew  away  with  a  loud  whirring  noise. 


PART   IV.]  NATURAL    HISTORY    AND    LANGUAGE.  105 

LESSON  XXI. 

THE  RUFFED   GROUSE. 

1.  Here  is  a  bird  much  larger  than  the  quail,  or  true  par- 
tridge. 2.  This  bird  is  often  called  the  partridge,  but  its 
right  name  is  ruffed  grouse.  3.  On  the  sides  of  the  neck 
there  is  a  tuft  of  black  feathers,  very  soft  and  glossy. 
4.  When  the  grouse  is  drumming,  these  feathers  stand  out 
straight,  and  look  like  a  black  ruff  around  the  neck.  5.  On 
the  top  of  the  head  is  a  crest  of  soft  feathers.  6.  The  rest 
of  the  body  is  covered  with  grayish  brown  and  white 
feathers.  7.  The  young  grouse  follow  the  mother  about, 
just  as  chickens  follow  the  hen.  8.  In  fact  the  grouse  and 
the  hen  belong  to  the  same  bird-family,  and,  in  many  ways, 
have  the  same  habits.  9.  They  differ  in  this  respect.  10.  The 
mother  grouse,  when  alarmed,  gives  a  sharp  cluck.  11.  The 
little  grouse  scamper  away  from  the  mother,  and  hide  un- 
der leaves  and  bushes.  12.  Chickens,  when  frightened,  run 
to  the  mother.  13.  In  cold  nights  in  winter  grouse  get  un- 
der the  snow  to  keep  warm.  14.  If  it  rains  in  the  night, 
and  a  frozen  crust  is  formed  on  the  snow,  then  the  poor 
grouse  cannot  get  out.  15.  If  the  crust  does  not  melt  soon, 
the  grouse  are  starved  to  death.  16.  In  winter,  when  grouse 
can  get  nothing  else,  they  eat  the  dried  apples  that  have 
been  left  on  the  trees.  IT.  Bose  was  very  busy  hunting 
these  birds,  and  treed  three  or  four.  18.  John  did  not  like 
to  use  his  cross-bow  to  kill  them,  because  he  was  afraid 
that  he  should  lose  his  arrows.  19.  He  said  to  himself 
that  these  woods  would  be  a  fine  place  to  snare  grouse. 


106  NATURAL    HISTORY    AND    LANGUAGE.  [PART   IV. 

LESSON  XXII. 

HOW  JOHN  CAUGHT   THE   DRUMMER. 

1.  The  picture  shows  the  way  John  caught  a  ruffed  grouse 
on  the  drumming-log.  2.  First  he  drove  two  stakes  into 
the  ground  on  each  side  of  the  log,  and  made  them  cross 
each  other  near  the  tops.  3.  These  stakes  made  a  sort  of 
passage-way  above  the  log.  4.  When  the  grouse  drums, 
he  walks  back  and  forth  a  good  deal  on  the  log.  5.  John 
then  drove  a  stake  straight  down  into  the  ground  near  the 
crossed  stakes.  6.  He  made  a  notch  in  this  stake  a  few 
inches  above  the  log.  7.  After  this  John  got  a  spring-pole, 
and  pushed  the  pointed  end  firmly  into  the  ground  a  short 
distance  from  the  log.  8.  A  horse-hair  snare  was  then  tied 
to  the  end  of  the  spring -pole.  9.  Then  John  bent  the 
spring -pole  down,  and  placed  the  end  part  in  the  notch. 

10.  He  was  very  careful  about  placing  the  pole  in  the  notch. 

11.  It  must  be  placed  so  as  to  come  out  easily,  but  not  too 
easily.  12.  The  notch  must  not  be  too  deep,  and  it  must 
not  be  too  shallow.  13.  John  fixed  the  hair  slip-knot  so 
that  the  open  part  covered  the  passage-way  under  the 
crossed  stakes.  14.  He  kept  the  snare  fixed  in  place  by 
pushing  pins  through  the  hair  slip -noose  into  the  inner 
sides  of  the  crossed  stakes.  15.  The  contrivance  works 
in  this  way.  16.  As  the  grouse  walks  along  the  log,  the 
snare  being  set,  the  noose  catches  his  neck  and  tightens. 
17.  In  his  struggles  to  get  free,  the  bird  pulls  out  the 
spring -pole  from  the  notch,  and  is  suddenly  jerked  into 
the  air. 


PART  IV.]  NATURAL    HISTORY   AND   LANGUAGE.  107 

LESSON  XXIII. 

THE    GROUSE    SNARE. 

1.  Here  is  a  picture  of  the  snare  that  John  made  to  catch 
grouse  in  open  grounds.  2.  He  found  a  cleared  place  in 
the  woods  where  there  were  a  good  many  partridge-berries 
and  wallow-holes  /  that  is,  holes  like  those  made  by  hens  in 
the  ground  for  sand-baths.  3.  He  thought  the  birds  would 
be  likely  to  come  and  feed  upon  these  berries.  4.  John 
made  up  his  mind  to  build  &  fence  between  the  two  large 
rocks  that  you  see  in  the  picture.  5.  He  cut  down  a  good 
many  small  bushes,  put  them  in  a  row,  and  made  a  low 
fence,  about  eight  inches  high.  6.  Four  openings  were  left 
in  the  fence.  7.  Then  John  took  four  of  his  horse -hair 
slip-knots  and  tied  them  to  small  bushes  that  grew  very 
near  the  openings.  8.  After  that  he  placed  the  snares  so 
that  the  two  sides  almost  touched  the  sides  of  the  opening. 
9.  John  then  cut  some  very  slender  forked  twigs,  placed 
one  of  them  over  each  side  of  the  snare,  and  pushed  the 
ends  a  little  way  into  the  fence.  10.  This  was  to  keep  the 
snare  in  place.  11.  When  a  grouse  comes  to  the  fence,  he 
will  not  jump  over,  but  walks  along  until  he  comes  to  an 
opening.  12.  As  the  snare  is  raised  a  little  from  the  ground, 
when  he  tries  to  go  through  he  does  not  feel  it  pull  upon 
his  neck  until  he  has  gone  some  distance  from  the  fence. 
13.  He  never  tries  to  go  back.  14.  The  farther  he  goes 
the  tighter  it  pulls,  and  in  this  way  he  is  choked  to  death. 
15.  The  next  morning  John  found  that  he  had  caught  two 
grouse  in  his  snares. 


108  NATUKAL    HISTOKY    AND    LANGUAGE.  [PART   IV. 

LESSON  XXIY. 

A  TRAGEDY  DOWN  THE   ROAD. 

1.  John  says  that  the  bob-tailed  rabbit  must  be  caught. 
2.  The  rabbit  made  Bose  run  after  him,  and  that  broke  the 
carriage,  and  bumped  Jemmy's  head.  3.  He  has  troubled 
Bose's  dreams  ever  since.  4.  John  went  down  to  the  old 
pasture  and  found  a  narrow  passage  between  two  quite  large 
rocks.  5.  The  rabbit  was  in  the  habit  of  going  between 
these  rocks  when  he  went  to  his  feeding-ground.  6.  John 
drove  a  row  of  sharpened  sticks,  a  foot  or  two  apart,  into 
the  ground  between  the  two  rocks.  7.  Then  he  cut  some 
long,  slender  twigs,  and  wove  them  in  and  out  between  the 
upright  sticks.  8.  When  finished,  the  fence  looked  a  little 
like  basket-work.  9. 1  suppose  the  right  name  for  it  would 
be  a  wattled  fence.  10.  A  narrow  space  between  the  two 
middle  upright  sticks  was  left  vacant.  11.  John  cut  some 
notches  in  these  sticks  at  the  right  height.  12.  A  wooden 
cross-piece  of  the  right  length  was  flattened  at  both  ends 
and  fitted  to  the  notches.  13.  The  spring -pole  and  the 
snare  were  tied  to  the  cross-piece,  as  shown  in  the  picture. 
14.  The  snare  was  now  all  ready  for  use.  15.  You  can  see 
the  rabbit  going  to  his  doom.  16.  This  kind  of  snare  is 
called  the  hedge  snare.  17.  It  makes  a  good  snare,  because, 
if  the  spring-pole  is  long  enough,  it  jerks  up  the  game  out 
of  the  reach  of  skunks  and  foxes.  18.  The  next  day  Bose 
saw  his  old  enemy  hanging  by  the  neck  to  the  spring-pole. 
19.  He  plainly  showed  his  pleasure.  20.  It  was  a  fortunate 
thing  for  him  that  Margaret  was  not  there  to  see  his  joy. 


ART    IV.]  NATURAL    HISTORY   AND   LANGUAGE.  109 

LESSOR  XXV. 

BOSE   SEEKS  FOR  KNOWLEDGE  AND   FINDS   IT. 

1.  The  picture  shows  a  field  covered  with  quite  a  large 
number  of  heaps  of  small  stones,  placed  in  rows.  2.  In  the 
distance  John  is  walking  along,  with  his  cross-bow  on  his 
shoulder,  and  has  the  quail  that  he  shot  in  his  hand. 
3.  Bose  and  John  are  returning  from  the  hunt.  4.  In  the 
front  part  of  the  picture  Bose  is  rolling  on  the  grass,  and 
rubbing  his  head  and  face  with  both  paws.  5.  A  great 
many  little  insects  are  flying  around  him.  6.  It  looks  as 
though  he  was  having  a  fit.  7.  Bose  wandered  away  from 
John,  and,  coming  to  one  of  the  stone  heaps,  began  to 
smell  around  it.  8.  He  moved  one  of  the  stones  a  little, 
and  heard  a  curious  buzzing  sound.  9.  Wishing  to  know 
what  made  it,  he  pushed  away  some  of  the  stones,  and 
began  to  dig.  10.  Pretty  soon  out  came  a  large,  fierce- 
looking  bumblebee,  then  another,  and  another.  11.  In  a 
little  while  the  whole  family  came  out.  12.  One  lighted 
on  Bose's  nose,  another  on  his  ear;  they  lighted  all  over 
him.  13.  Bose,  in  great  distress,  threw  up  his  fore -paws 
wildly,  rolled  on  the  grass,  and  tried  to  bite  the  bees. 
14.  At  last  he  started  and  ran  with  all  his  might ;  then  the 
bees  left  him.  15.  When  John  came  up,  he  saw  what  the 
trouble  was.  16.  "Ah,"  said  John,  "you  have  been  study- 
ing Natural  History,  Bose ;  how  do  you  like  it  V  IT.  Bose 
was  too  busy  rubbing  his  smarting  ears  and  his  aching  head 
to  say  anything,  but  he  looked  a  little  ashamed.  18.  Most 
likely  Bose  thinks  that  bumblebees'  feet  are  very  hot. 


110  NATURAL    HISTORY    AND    LANGUAGE.  [PART   IV. 

LESSON  XXYI. 

THE  TRUMPETER  OF  THE  PLAINS. 

1.  John  went  on  a  visit  to  his  uncle,  who  lived  at  a  place 
where  the  prairie-hens,  or  pinnated  grouse,  were  quite  plen- 
ty. 2.  He  started  out  very  early  in  the  morning,  hoping  to 
get  a  sight  of  the  bird.  3.  He  wanted  to  see  how  much  he 
looked  like  the  partridge,  or  ruffed  grouse.  4.  Pretty  soon 
he  heard  a  curious  tooting  noise  that  sounded  like  the  noise 
made  by  the  night-hawk  when  he  plunges  down  from  a 
great  height  in  the  air.  5.  The  night-hawk  makes  but  one 
sound.  6.  The  prairie-hen  has  three  notes,  the  last  one  be- 
ing longer  than  either  of  the  others.  7.  John  kept  behind 
some  low  bushes,  and  crept  softly  toward  the  place  where 
the  sound  came  from.  8.  He  soon  came  in  sight  of  the  bird, 
which  was  strutting  about,  spreading  his  tail,  and  puffing 
out  his  feathers.  9.  His  actions  were  much  the  same  as  those 
of  the  turkey  in  the  poultry-yard.  10.  On  the  back  part  of 
the  neck  there  were  two  little  tufts  of  feathers,  about  two 
or  three  inches  long,  standing  straight  out  behind.  11.  The 
bird  stood  up,  and  seemed  to  fill  with  air  two  small  sacks,  or 
bladders,  on  the  sides  of  his  neck.  12.  They  were  of  a  yel- 
low color,  and  about  the  size  of  a  small  orange.  13.  When 
the  sacks  were  filled,  the  bird  leaned  forward  and  brought 
his  neck  near  the  ground.  14.  This  movement  was  followed 
by  the  curious  sound  that  John  had  heard  when  he  first 
came  to  the  field.  15.  While  the  sound  was  coming  out,  the 
bags  on  the  neck  grew  smaller.  16.  "  The  prairie-hen  and 
the  partridge  must  be  scratchers,"  said  John. 


PART   IV.]  NATURAL    HISTORY   AND    LANGUAGE.  Ill 

LESSOJST  XXVII. 

THE   DANCING  PARTY  AT   THE   SCRATCHING-PLACE. 

1.  John  told  his  uncle  what  he  had  seen.  2.  The  uncle 
said  they  would  go  the  next  morning  before  sunrise  and  see 
a  very  curious  dance  at  a  scratching-jplace.  3.  John  and  the 
uncle  started  before  light  the  next  day,  and  hid  in  some 
low  bushes.  4.  Pretty  soon  a  grouse  stepped  out  into  an 
open  space  and  began  a  low  tooting.  5.  Then  another  came 
out  and  tooted,  and  soon  there  were  fifteen  or  twenty  of 
them  in  the  open  space.  6.  They  puffed  up  their  feathers, 
curved  their  necks,  spread  their  tails  like  a  fan,  and  strutted 
back  and  forth.  7.  As  one  passed  another,  he  looked  at  him 
fiercely,  and  seemed  to  say,, "  I  am  handsomer  than  you  are." 
8.  It  seemed  as  though  each  one  was  taking  steps  in  a  kind 
of  slow  dance.  9.  "  What  in  the  world  are  those  birds  do- 
ing ?"  whispered  John.  10.  "  Wait  a  moment  and  you  will 
see,"  said  the  uncle,  in  a  low  tone.  11.  Pretty  soon  the 
grouse  began  to  leap  up  from  the  ground  a  foot  or  two 
and  strike   at  each   other,  as   fowls   do  when   they  fight. 

12.  They  cackled  and  screamed  and  made  the  oddest  sounds. 

13.  Sometimes  it  seemed  as  though  they  were  very  much 
tickled  at  something,  and  were  laughing  heartily.  14.  John 
was  very  much  amused  at  the  strange  noises  he  heard.  15. 
The  birds  fought  desperately,  but  one  after  another  seemed 
to  get  beaten,  and  left  the  ground.  16.  They  did  not  seem 
to  hurt  each  other  much,  but  plenty  of  feathers  were  left 
behind.  17.  Ruffed  grouse  have  similar  contests,  but  do 
not  make  so  much  noise. 


112  NATURAL    HISTORY    AND   LANGUAGE.  [PART   IV. 

LESSON  XXVIII. 

THE   FIGURE    4   SNARE. 

1.  John  and  Bose  have  set  another  snare  to  catch  quail, 
grouse,  and  rabbits.  2.  First  John  squared  a  stake  on  two 
sides,  sharpened  it  to  a  point  at  one  end,  and  drove  it  firm- 
ly into  the  ground.  3.  The  part  left  above  the  ground  was 
about  a  foot  high.  4.  He  then  took  a  strip  of  board  about 
a  foot  long,  and  cut  a  notch  near  one  end.  5.  He  cut  a 
shoulder  in  the  upright  stake  on  one  of  the  squared  sides, 
near  the  ground,  a  little  wider  than  the  board.  6.  The  piece 
of  board  is  called  the  spindle.  7.  The  spindle  was  then  fast- 
ened to  the  upright  stake,  at  the  shoulder,  by  a  piece  of 
thick  wire.  8.  John  wished  to  have  the  spindle  move  up 
and  down  a  little,  but  not  sidewise.  9.  A  notch  was  then 
cut  in  the  upright  stake,  near  the  top.  10.  A  piece  of  wood 
of  the  right  length  was  cut  to  fit  into  the  notch  in  the 
spindle  and  in  the  upright  stake.  11.  This  is  called  the 
trigger.  12.  A  hole  was  bored  in  the  upper  part  of  the 
trigger.  13.  The  line  fastened  to  the  end  of  the  spring- 
pole  was  passed  through  this  hole,  and  tied.  14.  In  the 
picture  the  snare  is  set.  15.  The  snare  is  made  of  waxed 
fish-line.  16.  One  end  of  the  snare  is  fastened  to  the  trig- 
ger below  the  hole  where  the  line  from  the  spring-pole  is 
tied.  17.  The  trigger  must  be  so  placed  that  the  lightest 
touch  on  the  end  of  the  spindle  will  spring  the  snare.  18. 
While  John  was  at  work,  Bose  sat  on  his  haunches  and 
watched  him  very  closely.  19.  At  last  Bose  looked  up,  and 
seemed  to  say,  "  Our  contrivance  will  be  a  perfect  success." 


PART   IV.]  NATURAL    HISTORY    AND    LANGUAGE.  113 

LESSON  XXIX. 

BOSE   AS   A   PUPPY. 

1.  Bose  cannot  write.  2.  He  seems  to  know  enough  to 
learn  how,  but  he  finds  it  hard  to  hold  a  pen.  3.  Of  course, 
if  he  could  write,  he  would  tell  all  about  his  early  life. 
4. 1  will  take  his  place,  and  do  the  writing  for  him.  5.  The 
first  Bose  knew  of  himself,  he  was  a  puppy.  6. 1  am  sorry 
to  say  that,  as  a  puppy,  he  did  some  very  naughty  things. 
7.  One  day  he  found  some  shirts  hanging  on  the  clothes- 
line. 8.  The  wind  was  blowing  hard,  and  they  were  flap- 
ping about  in  an  odd  kind  of  way.  9.  Bose  sat  and  looked 
at  them  for  some  time.  10.  Then  a  funny  fancy  seemed 
to  come  into  his*~heacl.  11.  All  at  once  he  made  a  leap, 
and  went  right  through  one  of  the  shirts.  12.  He  did  this 
so  many  times  that  nothing  was  left  of  it  but  the  neck- 
band and  pieces  of  each  shoulder.  13.  At  last  the  mother 
came  out,  and  saw  what  was  going  on.  14.  She  got  a  stick, 
and  called  to  young  Bose  to  come  to  her.  15.  Young  Bose 
did  not  come,  but  went  the  other  way.  16.  The  mother 
went  after  him,  but  Bose  ran  up  on  a  wood-pile  out  of  the 
mother's  reach.  17.  The  mother  shook  the  stick  at  him, 
and  Bose  barked,  but  he  did  not  get  a  whipping.  1 8.  The 
mother  thought  that  no  one  saw  her,  but  Jemmy  was  peep- 
ing round  the  corner.  19.  Jemmy  told  Bessie,  and  Bessie 
told  Maggie,  and  Maggie  told  John.  20.  The  picture  is  a 
large  portrait  of  Bose.  21.  You  can  see  only  Bose's  head, 
because  he  is  looking  out  from  a  kind  of  framework. 
22.  Now  that  Bose  has  grown  up,  he  does  not  look  as  he 


114  NATURAL    HISTORY    AND    LANGUAGE.  [PART  IV. 

did  when  the  mother  ran  after  him  with  a  stick.  23.  The 
mother  did  not  wish  to  have  the  man  that  made  the  picture 
take  her  portrait  with  the  stick  in  her  hand. 


LESSON  XXX. 

"HOLD   OUT  YOUR  PAW!" 

1.  In  the  picture  is  a  hand.  2.  A  dog's  fore-paw  is  resting 
on  the  palm.  3.  John  and  Maggie  have  been  talking  about 
the  number  of  toes  on  a  dog's  foot.  4.  John  called  Bose, 
and  said,  "  Bose,  give  me  your  paw !"  5.  On  each  of  the 
fore-paws  they  found  four  toes.  6.  On  the  inside  of  each  of 
the  fore-legs,  an  inch  or  two  above  the  foot,  was  another  toe, 
smaller  than  the  others.  7.  So  each  of  the  dog's  fore- feet 
has  as  many  toes  as  we  have  fingers  on  one  hand.  8.  The 
toe  on  the  inside  of  the  leg  seems  to  be  in  place  of  the 
thumb  on  the  human  hand.  9.  A  little  way  above  the  foot, 
behind  the  fore-leg,  is  quite  a  large  pad.  10.  When  a  dog 
crouches  down  with  the  fore-paws  in  front,  his  fore-legs  rest 
on  this  pad.  11.  Each  hind -foot  has  four  toes.  12.  The 
dog  then  has  the  same  number  of  toes  as  the  cat.  13.  The 
nails  of  the  cat  and  dog  differ  much.  14.  The  dog's  nails 
are  almost  straight,  while  the  cat's  are  very  much  curved. 
15.  The  cat  can  push  out  and  pull  back  its  claws,  but.  the 
dog  cannot  do  this.  16.  Both  the  cat  and  dog  have  pads 
on  the  underside  of  the  toes  and  on  the  bottoms  of  the  feet. 
17.  On  the  cat's  feet  the  pads  are  very  smooth,  but  on  the 
dog's  they  are  quite  rough.  18.  For  this  reason,  the  cat 
can  walk  more  softly  than  the  dog. 


PART   IV.]  NATURAL    HISTORY    AND   LANGUAGE.  115 

LESSON  XXXI. 

JOHN  GOES  TO  SCHOOL. 

1.  John  took  a  seat  in  his  father's  library.  2.  He  wanted 
to  know  how  to  trap  owls  and  hawks.  3.  They  had  become 
very  troublesome  in  the  poultry-yard.  4.  John  asked  his 
father  how  such  birds  could  be  caught.  5.  The  father  told 
him  that  they  could  be  easily  caught  by  steel-traps.  6.  The 
picture  shows  one  of  the  ways  of  trapping  the  hawk. 
7.  The  hawk  almost  always  lights  on  the  dead  branch  of 
some  tall  tree.  8.  He  is  always  on  the  lookout  for  game, 
and  often  takes  a  dead  tree  or  a  dead  branch  to  rest  on, 
because  that  has  no  leaves  to  hide  the  .view.  9.  In  the 
picture  the  upper  part  of  a  tall  tree,  partly  dead,  has  been 
sawed  off  low  enough  to  get  room  to  place  a  trap.  10.  The 
trap  chain  is  fastened  to  the  tree.  11.  When  the  hawk 
lights  upon  the  top  of  the  tree,  his  weight  bears  upon  the 
tongue  of  the  trap,  and  the  bird  is  caught.  12.  It  would 
do  no  good  to  try  to  catch  owls  in  this  way,  because  they 
fly  too  low.  13.  Both  hawks  and  owls  are  sometimes  caught 
by  traps  set  upon  the  ground,  and  baited  with  a  mouse  or 
a  bird.  14.  Another  way  to  catch  owls  is  to  place  a  trap 
upon  a  post  or  stump,  or  on  the  large  limb  of  a  tree.  15.  If 
the  trap  is  placed  in  this  way,  the  bait  must  be  put  eight 
or  ten  inches  below  the  trap.  16.  The  owl  is  cunning,  and 
lights  before  he  takes  the  bait,  to  see  that  everything  is  all 
right.  17.  Knowing  the  bird's  habits  in  this  respect,  the 
hunter  so  places  the  trap  that  the  owl  will  put  his  feet 
upon  the  pan  as  he  stops  his  flight. 


116  NATURAL    HISTORY    AND   LANGUAGE.  [PART    IV. 

LESSON  XXXII. 

HOW  THE  MACHINE  WORKED. 

1.  John  caught  a  hawk,  that  had  troubled  the  poultry- 
yard,  by  a  very  simple  and  very  curious  contrivance.  2.  He 
took  a  piece  of  thick  plank  about  two  feet  square,  and  bored 
a  number  of  small  holes  in  it.  3.  Taking  a  number  of  pieces 
of  stiff  wire,  he  filed  one  end  to  a  sharp  point,  and  drove 
them  through  the  holes,  with  the  sharp  points  up.  4.  The 
holes  were  made  smaller  than  the  wires,  so  that  the  wires 
would  be  firm  in  their  places.  5.  The  plank  was  placed 
outside  the  poultry-yard,  on  some  grassy  ground,  and  cover- 
ed lightly  with  grass.  6.  John  then  tied  a  chicken  among 
the  wires.  7.  Hawks  were  in  sight  almost  every  day,  and 
often  pounced  down  upon  chickens  that  strayed  away  from 
the  yard,  and  carried  them  off  in  their  talons.  8.  This  had 
happened  so  often  that  John  made  up  his  mind  that  he 
should  not  have  to  wait  long  for  his  game  if  the  machine, 
as  he  called  it,  would  work.  9.  John  hid  himself,  and  kept 
a  close  watch  of  the  machine.  10.  Pretty  soon  a  hawk  saw 
the  chicken,  and  came  nearer  and  nearer  to  the  ground, 
making  wide  circles  in  the  air.  11.  The  hawk  did  not  see 
the  wires,  or,  if  he  did  see  them,  did  not  know  what  they 
were.  12.  All  at  once  he  made  a  swift  swoop  downward. 
13.  He  did  not  catch  the  chicken,  but  the  picture  shows 
how  he  was  caught.  14.  "  It  is  cruel,"  said  Margaret,  "  to 
kill  a  bird  in  that  way,  even  if  he  is  a  hawk."  15.  "Per- 
haps so,"  said  John,  "but  one  chicken  is  worth  more  than 
twenty  hawks." 


PART   IV.]  NATURAL    HISTORY    AND   LANGUAGE.  117 

LESSOR  XXXIII. 

THE  RELEASE   OF   THE   PRISONER. 

1.  John  asked  his  father  if  it  was  possible  to  tame  Birds 
of  Prey.  2.  "Oh  yes,  it  has  been  done,"  said  the  father; 
"  patience  and  kindness  will  conquer  almost  anything." 
3.  A  gentleman  in  France,  taking  a  walk  one  day  in  the 
country,  saw  an  owl  fastened  by  a  nail  through  each  wing 
above  a  farmer's  gate.  4.  The  farmer  had  shot  the  owl  and 
broken  its  wing,  and  then  had  nailed  it,  alive,  above  the 
gate.  5.  The  farmers  in  that  country  almost  always  treat 
owls  in  this  way  when  they  take  them  alive.  6.  The  owl 
was  still  living,  though  it  had  been  there  two  days  without 
anything  to  eat  or  drink.  7.  The  gentleman  bought  the 
owl  of  the  farmer,  borrowed  a  short  ladder,  and  tried  to 
take  it  down.  8.  The  poor  bird  fought  him  savagely  at 
first,  and  tore  his  hands  with  its  talons.  9.  When  the  farm- 
er saw  the  bleeding  hands  of  the  gentleman,  he  laughed. 
10.  He  thought  it  strange  that  any  one  should  wish  to  save 
the  life  of  such  a  bird.  11.  The  gentleman  put  on  his 
gloves,  and  at  last,  after  a  hard  struggle,  got  the  bird  down. 

12.  He  handled  the  owl  tenderly,  and  washed  its  torn  wings. 

13.  He  put  a  few  drops  of  water  into  its  beak,  and  gave  it 
something  to  eat.  11.  The  poor  owl  looked  astonished,  be- 
cause it  was  not  used  to  kind  treatment,  but  ate  and  drank 
greedily.  15.  The  gentleman  then  wound  a  handkerchief 
about  its  wings,  put  it  into  a  basket,  and  started  for  home. 
16.  "  That  was  kind,"  said  John,  slowly  ;  "  I  am  sorry  about 
the  machine  and  the  hawk."     17.  The  father  smiled. 


118  NATURAL    HISTORY    AND    LANGUAGE.  [PART  IV. 

LESSON  XXXIY. 

STRIX,  THE   OWL. 

1.  When  the  gentleman  came  home,  he  carried  the  basket 
into  his  study,  opened  it,  and  took  off  the  handkerchief. 
2.  The  owl  scrambled  out,  and  perched  itself  on  the  back  of 
a  chair.  3.  It  was  now  near  evening,  and  the  owl's  pupils 
grew  larger,  and  it  could  see  better.  4.  It  began  to  smooth 
down  its  feathers,  and  now  and  then  looked  steadily  at  its 
rescuer.  5.  The  gentleman  went  to  the  chair,  and  stroked 
the  owl's  back  gently  with  his  fingers.  6.  The  bird,  in 
turn,  rubbed  its  head  softly  against  the  back  of  his  hand. 

7.  After  awhile  it  became  so  tame  that  it  would  perch  on 
the  gentleman's  shoulder  and  rub  its  head  against  his  face. 

8.  In  time  the  bird's  wings  got  well,  and  it  could  fly  short 
distances.  9.  In  the  daytime  it  slept  a  great  deal.  10.  If 
the  gentleman  came  home  after  an  absence,  the  owl  knew 
his  step  on  the  stairs,  and  would  flap  its  wings  and  scream 
loudly  as  he  came  in.  11.  The  gentleman  became  very 
proud  of  his  pet,  and  taught  it  many  things.  12.  One  day 
a  friend  called.  13.  "What  a  strange  pet !"  said  the  friend. 
14.  "  He  knows  a  great  deal,"  said  the  gentleman ;  "  I  call 
him  Strix.  15.  Strix,  welcome  my  friend."  16.  The  owl 
flapped  its  wings,  perched  on  the  friend's  shoulder,  and 
rubbed  its  head  against  his  face.  17.  "  That  sounds  good," 
said  John ;  "  I  have  a  great  mind  to  try  to  tame  an  owl. 
18.  Where  among  domestic  animals  can  you  find  greater  in- 
telligence ?"  19.  "  Where,  indeed  ?"  said  the  father.  20. 
"  Patience  and  kindness  will  tame  even  the  savage  owl." 


PART   IV.]  NATURAL    HISTORY    AND    LANGUAGE.  119 

LESSON  XXXY. 

THE  EXPERIMENT. 

1.  John  asked  if  a  hen  or  a  goose  could  hatch  the  eggs  of 
wild  birds.  2.  His  father  said  that  it  had  often  been  done. 
3.  A  gentleman  found  the  nest  of  a  buzzard  on  an  oak-tree 
that  grew  near  a  pond.     4.  The  buzzard  is  a  kind  of  hawk. 

5.  He  climbed  the  tree,  and  found  four  eggs  in  the  nest. 

6.  The  gentleman  thought  the  buzzard  had  begun  to  sit. 

7.  He  went  home  and  took  four  eggs  from  the  nest  of  a 
sitting  goose.  8.  Going  back,  he  climbed  the  tree  again, 
took  out  two  of  the  buzzard's  eggs,  and  put  the  goose's  eggs 
in  their  place.  9.  He  was  able  to  do  this  because  the  buzzard 
had  gone  off  after  game.  10.  Going  home  again,  the  gen- 
tleman put  the  buzzard's  eggs  in  the  goose's  nest.  11.  He 
watched  the  oak-tree  carefully,  and  in  a  week  or  two  after, 
on  going  to  the  tree,  saw  the  heads  of  some  young  birds 
hanging  over  the  edge  of  the  nest.  12.  A  few  days  later 
he  saw  the  buzzard  fly  down  to  the  pond  and  take  some 
tadpoles  in  her  claws  and  carry  them  to  the  nest.  13.  Morn- 
ing and  evening  the  old  buzzard  fed  the  young  geese  with 
tadpoles  and  frogs.  14.  These  happened  to  be  just  the  food 
ducks  and  geese  like.  15.  The  pond  was  full  of  them,  so 
that  there  was  no  danger  that  the  young  birds  would  starve. 
16.  A  few  days  later  there  was  a  great  deal  of  noise  in  the 
buzzard's  nest.  17.  The  goslings  were  flapping  their  little 
wings,  and,  climbing  up  on  the  edge  of  the  nest,  were 
stretching  their  necks  toward  the  pond.  18.  The  desire  to 
be  upon  the  water  was  too  strong  for  a  gosling  to  resist. 


120  NATURAL    HISTORY   AND   LANGUAGE.  [pAKT   IV. 

LESSON   XXXYI. 

THE   DEATH. 

1.  The  mother  buzzard  did  not  know  what  to  make  of  it. 
2.  Her  children  had  never  done  so  before.  3.  The  strongest 
of  the  goslings  climbed  up  on  the  edge  of  the  nest  and  saw 
the  water.  4.  How  good  it  looked !  he  must  go.  5.  He 
spread  his  little  wings  and  went  straight  down  into  the  tall 
grass  at  the  foot  of  the  tree.  6.  The  little  fellow  was  stun- 
ned by  the  fall,  but  after  awhile  he  scrambled  up  and  wad- 
dled down  to  the  pond.  7.  In  he  went,  and  was  happy. 
8.  The  buzzard  was  in  agony.  9.  She  flew  down  to  the 
pond,  hovered  over  and  around  the  little  goose,  and  tried  to 
make  him  go  back.  10.  The  gosling  liked  the  water,  and 
made  up  his  mind  to  stay  in  it.  11.  The  buzzard  tried  to 
catch  him  in  her  claws  to  carry  him  back  to  her  nest. 
12.  Every  time  she  tried  to  grasp  him,  the  little  wretch 
dived  and  came  up  ten  feet  away.  13.  The  goslings  in  the 
nest  had  heard  the  calls  of  their  brother  on  the  pond. 
14.  All  at  once  all  three  jumped  from  the  tree  into  the 
grass,  and  ran  to  join  the  other  on  the  pond.  15.  The  poor 
buzzard  was  in  greater  distress  than  ever.  16.  She  rushed 
into  the  pond ;  she  screamed,  and  beat  the  water  with  her 
broad  wings.  17.  At  last  her  legs  were  entangled  in  the 
long  grass.  18.  Tired  out,  she  beat  her  wings  more  and 
more  feebly,  and  soon  stretched  out  her  neck  and  died. 
19.  She  died  to  protect  her  young,  as  she  thought  them  to 
be,  from  danger.  20.  "  If  I  had  been  there,"  said  John,  "  I 
would  have  wrung  the  necks  of  those  little  wretches." 


PART   IV.]  NATURAL    HISTORY   AND    LANGUAGE.  121 

LESSON  XXXVII. 

THE  DISCOVERY  AND  THE  EXECUTION. 

1.  After  a  time  the  goose  hatched  her  eggs.  2.  Two  lit- 
tle buzzards  opened  their  yellow  beaks,  and  cried  out  for 
something  to  eat.  3.  The  goose  jumped  off  from  her  nest 
in  a  great  fright.  4.  She  had  never  heard  goslings  make 
such  a  noise  as  that.  5.  The  old  bird  went  to  a  small  pond 
in  the  yard,  and  called  the  young  buzzards  to  come  and 
swim  with  her.  6.  They  did  not  s,tir  a  step.  7.  They  could 
not,  for  their  feet  were  not  large  enough  and  strong  enough 
to  support  the  body.  8.  The  old  goose,  out  of  patience, 
went  to  the  nest,  and  lifted  them  out  with  her  bill.  9.  They 
screamed,  but  did  not  move.  10.  She  looked  at  them  with 
great  care,  but  could  not  understand  what  was  the  matter 
with  them.  11.  At  last  she  seemed  to  think  that  some  one 
had  played  a  trick  upon  her.  12.  She  struck  them  with  her 
wings  and  her  bill,  and  trampled  upon  them  with  her  feet. 
13.  Then  she  took  them,  one  by  one,  and  flung  them  into 
the  water.  14.  She  let  them  soak  for  a  long  time,  and  then 
ate  them.  15.  The  buzzard  was  a  better  mother  than  the 
goose. 


LESSON  XXXVIII. 

HURRAH  FOR  THE  MENAGERIE! 

1.  "  We  are  all  going  to  the  menagerie !"  2.  This  was 
John's  shout,  as  he  saw  the  long  train  of  wagons  moving 
slowly  along  the  road  to  the  next  town.     3.  These  wagons 


122  NATUKAL    HISTORY   AND   LANGUAGE.  [PAET   IV. 

contained  wonderful  birds  and  animals.  4.  Posters  had 
been  up  for  a  long  time  on  the  sides  of  old  sheds  and  board 
fences.  5.  The  wagons  were  all  closed,  and  the  children 
could  not  get  a  sight  of  any  of  the  curious  things  inside. 
6.  There  was  only  one  hole  left  open  in  the  front  of  each 
wagon.  7.  That  was  for  fresh  air.  8.  The  only  animals  to 
be  seen  were  the  black,  the  white,  and  the  mottled  horses 
that  drew  the  wagons,  two  big  elephants,  and  some  Shet- 
land-ponies. 9.  The  wagon  that  contained  the  band  was 
drawn  by  black  horses,  with  red  plumes  on   their  heads. 

10.  They  looked  very  handsome  in  their  glossy  black  suits. 

11.  The  two  big  elephants  led  the  procession.  12.  The  chil- 
dren were  most  interested  in  looking  at  the  long  ivory 
tusks,  the  big  trunks,  and  the  huge  ears  of  these  animals. 
13.  In  the  picture  Jemmy  is  standing,  as  usual,  with  his 
hands  behind  his  back.  14.  He  always  stands  in  this  way, 
and  says  it  makes  him  tired  to  stand  as  other  folks  do. 
15.  I  do  not  know  why  he  stands  so.  16.  He  is  not  very 
thin  of  flesh :  perhaps  Jemmy  can  balance  himself  better 
in  this  way. 


LESSON  XXXIX. 

THE  ORATOR  AND  THE  AUDIENCE. 

1.  In  the  picture  the  children  have  come  together  to 
talk  about  the  menagerie.  2.  They  are  going  to-morrow. 
3.  There  are  four  others  present — Tom  the  cat,  Bose,  Chick- 
en-Little, and  a  toad.  4.  John  is  the  orator,  and  lias  his  arm 
extended  in   making  a  gesture.     5.  Bose  is  seated  on  his 


PART    IT.]  NATURAL    HISTORY    AND    LANGUAGE.  123 

haunches,  and  seems  to  be  listening  to  John.  6.  Tom  the 
cat  is  holding  his  tail  straight  up  in  the  air,  and  is  rubbing 
his  fur  against  Bessie's  dress.  7.  That  is  a  sure  sign  that 
Tom  feels  pleased.  8.  Chicken-Little  looks  dignified.  9.  He 
is  the  fine  gentleman  of  the  poultry  -  yard,  and  is  better 
dressed  than  any  one  in  the  company.  10.  Everybody 
knows  the  very  young  gentleman  who  wears  his  cap  far 
back  on  his  head,  and  is  holding  his  hands  behind  his  back. 
11.  The  toad  is  one  of  John's  pets.  12.  He  feeds  him  with 
flies  and  other  insects.  13.  John  says  he  knows  a  great 
deal,  even  if  he  does  look  stupid.  14.  John  had  read  in 
books  that  the  toad,  once  a  year,  takes  off  his  skin,  rolls  it 
up  neatly  in  a  little  ball,  and — swallows  it.  15.  He  wished 
to  see  him  do  it.  16.  Yesterday  the  toad  went  through  the 
operation  of  skinning  himself.  IT.  To-day  he  appears  in  a 
new  suit  of  clothes,  neat  and  clean.  18.  He  did  not  employ 
a  toad  washer-woman.  19.  John  has  just  been  showing  the 
toad  to  the  children. 


LESSON  XL. 

WHO  ARE   GOING  TO  THE  MENAGERIE. 

1.  John,  you  see,  is  interested  in  the  natural  history  of 
animals.  2.  In  the  picture  he  is  saying  to  the  company 
that  he  will  tell  them  the  names  of  the  animals  and  birds 
in  the  menagerie,  and  will  explain  their  habits.  3.  John 
has  a  good  deal  of  knowledge  of  Natural  History.  4.  A 
part  of  it  he  got  from  books,  and  a  part  by  using  his  eyes. 
5.  All  the  children  were  anxious  to  go  to  the  menagerie  ex- 


121  NATURAL    HISTORY   AND   LANGUAGE.  [PART   IV. 

cept  Jemmy.  6.  He  does  not  like  animals.  7.  He  calls  in- 
sects bugs,  arid  says  they  sting.  8.  Cats  and  dogs  he  calls 
beasts,  and  says  they  scratch  and  bite.  9.  He  calls  hens, 
turkeys,  ducks,  and  geese  dirty  birds,  and  says  they  are 
always  in  the  way.  10.  The  old  gander  hisses  at  him. 
11.  The  old  gobbler  runs  after  him,  if  he  has  a  red  gar- 
ment on.  12.  "Now,"  said  John,  "  we  will  go  to-morrow." 
13.  Bose  thought  John  spoke  to  him.  14.  He  jumped  up, 
wagged  his  tail,  pricked  up  his  ears,  and  barked.  15.  "  Well," 
said  John,  "  you  shall  go,  Bose."  16.  It  was  of  no  use  to 
invite  Tom,  because  he  had  a  case  to  settle  with  the  two 
old  rats.  17.  Chicken -Little  could  not  go,  because  there 
would  be  nobody  left  at  home  to  crow  the  daylight  up  the 
next  morning.  18.  The  children  had  a  long  way  to  go  to 
reach  the  menagerie ;  so  they  proposed  to  start  in  the  af- 
ternoon, and  stop  overnight  at  an  uncle's  house,  and  then 
on  the  morrow  they  would  not  get  too  tired  in  seeing  all 
the  sights. 


LESSON  XLI. 

ON  THE  WAY. 

1.  The  picture  shows  the  whole  party  on  the  way  to  the 
menagerie.  2.  John  and  the  father  have  the  front  seat  of 
an  open  wagon.  3.  Maggie  and  Jemmy  are  on  the  other 
seat.  4.  Bessie  is  sick,  and  has  been  left  at  home.  5.  Bose 
is  seen  on  the  other  side  of  a  stone  wall  that  lines  the  road 
on  one  side.  6.  He  is  busy,  as  usual.  7.  Just  now  he  is 
running  at  full  speed  after  a  small  bird.     8.  He  knows  very 


PART   IV.]  NATURAL    HISTORY   AND    LANGUAGE.  125 

well  that  he  cannot  catch  it,  but  he  has  the  pleasure  of  run- 
ning and  barking.  9.  If  you  had  been  one  of  the  company, 
and  had  looked  back,  you  would  have  seen  the  mother  stand- 
ing at  the  door  of  the  house.  10.  There  she  stood  and  watch- 
ed  the  father  and  the  children  until  they  were  out  of  sight. 

11.  Now  and  then  Bose  took  his  place  under  the  wagon. 

12.  The  children  asked  him  to  get  into  the  carriage,  but 
Bose  felt  that  he  could  do  more  as  he   pleased  outside. 

13.  If  a  small  stream  crossed  the  road  under  a  bridge,  Bose 
was  sure  to  take  a  look  underneath,  just  to  see  how  it  was 
made.  14.  Jemmy  had  been  silent  ever  since  they  started. 
15.  All  at  once  he  asked  if  the  roar  of  the  lion  was  louder 
than  the  bellowing  of  a  calf.  16.  "  Goose !"  said  John. 
17.  Jemmy  looked  over  the  wall,  and  said,  "No,  there  is  no 
goose  there."  18.  Maggie  laughed,  and  the  father  smiled. 
19.  The  father  said  that  he  had  never  heard  a  lion  roar,  but 
he  had  been  told  that  the  sound  was  very  loud  indeed. 


LESSON  XLII. 

THE    LION   ROARS. 

1.  The  children  stopped  at  the  uncle's  house  overnight. 
2.  The  next  day  they  went  to  the  menagerie.  3.  In  the 
picture  the  whole  company  are  standing  before  the  lion's 
cage.  4.  The  man  that  made  the  picture  thought  there 
would  not  be  room  to  put  in  the  whole  menagerie,  so  he 
has  shown  only  the  lion's  cage  and  a  few  other  things. 
5.  You  can  see  a  man  pushing  a  pole  into  the  cage.     6.  In- 


126  NATURAL    HISTORY   AND    LANGUAGE.  [PART   IV. 

side  there  is  a  lion  and  a  lioness,  looking  very  fierce  indeed. 
7.  Jemmy  is  standing,  as  usual,  with  his  hands  behind  his 
back.  8.  The  man  is  pushing  the  pole  into  the  cage  to 
oblige  Jemmy.  9.  While  they  were  standing  before  the 
cage,  one  of  the  keepers  of  the  animals  passed  by.  10.  "  Mr. 
Man,"  said  Jemmy,  "when  will  the  lion  roar?"  11.  The 
keeper  stopped,  looked  puzzled,  and  then  smiled.  12.  "  He 
has  no  regular  times  to  roar"  he  said,  " but  we  can  make 
him  snarl  easily  enough."  13.  So  he  got  a  pole  and  pushed 
it  into  the  cage.  14.  Sure  enough,  the  lion  did  not  like 
it,  and  snarled  loudly,  but  it  was  not  much  of  a  roar. 
15.  Jemmy  was  not  at  all  pleased.  16.  He  wanted  to  hear 
a  roar  that  would  make  his  hair  stand  on  end.  IT.  He 
seemed  to  wish  to  shiver.  18.  "  He  is  like  all  the  rest  of 
them,"  said  Jemmy;  "he  is  nothing  but  a  beast." 


LESSON  XLIII. 

WHAT   JOHN  SAID  ABOUT   THE   CAT  FAMILY. 

1.  Here  is  a  picture  of  a  lion,  a  tiger,  and  a  leopard. 
2.  The  color  of  the  lion  is  a  dark  yellow,  or  tawny.  3.  On 
his  neck  he  has  a  shaggy  mane,  and  on  the  end  of  his  tail  a 
tuft  of  hair.  4.  The  tongue,  the  teeth,  and  the  claws  of  all 
the  animals  in  the  picture  are  like  the  cat's.  5.  They  differ 
only  in  size.  6.  "  The  fact  is,"  said  John,  "  all  these  animals 
are  only  cats  of  a  larger  size."  7.  They  hunt  for  their  prey, 
and  seize  it  in  the  same  way  the  cat  does.  8.  They  move 
toward  it  slowlv  and  silentlv,  until  thev  are  near  enough 


PART   IV.]  NATURAL    HISTORY    AND    LANGUAGE.  127 

for  a  spring;  then  they  leap  npon  it  suddenly.  9.  Like 
the  cat,  they  can  see  well  in  the  night,  and  most  of  their 
game  is  taken  at  that  time.  10.  Most  animals  of  the  cat 
family  can  climb  trees,  bat  the  lion  and  the  tiger  cannot. 
11.  When  we  tickle  a  cat,  it  will  often  throw  itself  upon  its 
back,  bring  its  hind  claws  forward,  and  then  suddenly  push 
them  back.  12.  A  sheep  was  once  tied  to  a  stake,  and  a 
tiger  was  brought  near  it.  13.  The  tiger  instantly  crouch- 
ed down,  and  moved  slowly  toward  the  sheep  until  near 
enough  for  a  spring.  14:.  Then  he  made  a  sudden  leap, 
seized  the  sheep  by  the  throat,  and  turned  over  upon  his 
back.  15.  He  brought  his  hind -feet  forward  and  pushed 
them  suddenly  back,  to  tear  the  flesh  of  the  sheep.  16.  He 
acted  just  as  the  cat  does  when  in  play  it  pretends  to  do 
the  same  thing  with  our  hands. 


LESSON   XLIY. 

THE   DOG  FAMILY. 

1.  The  children  came  to  cages  that  contained  wolves,  hy- 
enas, and  foxes.  2.  Here  is  a  picture  of  a  wolf,  a  spotted 
hyena,  and  a  fox.  3.  John  says  the  wolf  and  the  fox  belong 
to  the  dog  family.  4.  "  They  are  your  cousins,  Bose,"  said 
John.  5.  Bose  looked  at  them,  but  did  not  seem  to  know 
his  own  relations.  6.  There  is  one  thing  very  curious  about 
animals  of  the  dog  family ;  they  walk  on  their  toes,  and  not 
on  the  soles  of  their  feet.      7.  "  Look  at  Bose's  hind-leg," 

said  John :  "  he  seems  to  have  a  knee ;    that  is  really  his 

F2 


128  NATURAL    HISTORY    AND    LANGUAGE.  [PART  IV. 

heel."  8.  Animals  of  the  dog  family  have  five  toes  on  the 
fore-feet,  and  four  on  the  hind-feet.  9.  The  cat  family  have 
the  same  number.  10.  None  of  the  dog  family  can  seize 
their  prey  with  their  claws,  as  cats  do,  neither  can  they 
climb  trees.  11.  The  shape  of  their  teeth  shows  that  they 
were  made  to  eat  flesh  like  the  cat  family.  12.  The  man 
that  made  the  picture  has  put  a  spotted  hyena  with  the 
wolf  and  fox.  13.  He  looks  as  though  he  might  belong  to 
the  dog  family,  but  really  he  does  not.  14.  He  is  a  kind  of 
second-cousin  to  Bose  and  Tom.  15.  The  hyena  has  claws 
like  the  dog's  claws,  but  he  has  only  four  toes  on  his  front- 
feet.  16.  His  tongue,  though,  is  not  smooth,  like  the  dog's, 
but  covered  with  horny  claws,  like  the  cat's  tongue.  17.  All 
of  these  animals  have  been  tamed.  18.  John  says  be  can 
trust  one  of  the  dog  family.  19.  He  means  Bose,  I  sup- 
pose. 20.  "I  do  not  think,"  said  John,  "that  I  should 
like  to  trust  myself  in  a  dark  night,  on  a  lonely  road,  with 
a  tame  wolf  or  a  tame  spotted  hyena." 


LESSON  XLV. 

SOME   OF  THE   SCRATCHER  FAMILY. 

1.  "  Now,"  said  John,  "  let  us  see  if  we  cannot  find  some 
handsome  birds  that  are  scratcher&P  2.  In  the  picture 
there  is  a  peacock,  a  pheasant,  a  jungle-fowl,  and  a  guinea- 
fowl.  3.  Sometimes  we  see  peacocks  in  our  poultry -yards. 
4.  There  is  no  bird  that  has  prettier  feathers.  5.  The  pea- 
cock can  push  up  his  tail-feathers  in  the  shape  of  a  fan, 


PART    IV.]  NATURAL  HISTORY   AND   LANGUAGE.  129 

just  as  the  turkey  does,  but  the  feathers  are  very  much 
longer  and  very  much  prettier  than  the  turkey's.  .  6.  The 
round  spots  on  the  tail  look  a  little  like  eyes.  7.  They  have 
all  the  colors  of  the  rainbow — red,  green,  golden,  yellow. 
8.  The  pheasant  has  his  home  in  China.  9.  He  has  no  comb 
on  the  top  of  his  head.  10.  Instead  of  a  comb,  he  has  a 
tuft  of  feathers.  11.  He  can  make  these  feathers  stand  up 
when  he  pleases,  and  that  gives  him  a  proud  look.  12.  The 
prettiest  part  of  him  is  his  very  long  and  narrow  tail. 
13.  His  feathers,  too,  are  almost  as  handsome  as  the  pea- 
cock's. 14.  The  jungle -fowl  comes  from  India.  15.  His 
tail-feathers  do  not  stand  out  almost  straight  behind  like 
the  pheasant's,  but  hang  down  in  a  very  long  curve. 
16.  Chicken -Little  has  very  pretty  tail-feathers,  but  they 
cannot  compare  with  those  of  the  pheasant  and  the  jungle- 
fowl.  17.  Next  comes  the  guinea-fowl.  18.  Almost  every- 
body has  seen  it.  19.  It  has  dark -gray  feathers,  almost 
black,  sprinkled  all  over  with  round  white  spots.  20.  This 
bird  is  not  pretty.  21.  The  guinea-fowl  makes  a  noise  that 
sounds  like  "  go  back — go  back."  22.  The  voice  of  the  pea- 
cock is  a  loud  scream  that  is  not  very  pleasant  to  hear. 


LESSON  XLYI. 

THE    DUCK   FAMILY. 


1.  Here  is  a  picture  of  a  swan,  a  wild  duck,  and  gray 
goose.  2.  The  duck  and  the  swan  are  swimming  on  the 
water.     3.  The  goose  is  standing  on  the  shore.     4.  They  all 


130  NATURAL    HISTORY    AND    LANGUAGE.  [PART  IV. 

belong  to  the  duck  family,  and  have  webbed  feet.  5.  The 
swan  has  a  neck  much  longer  than  the  duck  or  goose.  6.  It 
cannot  walk  so  well  as  they  can,  but  it  can  swim  much  bet- 
ter than  either  of  them.  7.  Most  of  the  swans  that  we  see 
are  white,  but  some  that  come  from  other  countries  are 
black.  8.  Some  have  black  necks  and  white  bodies.  9.  The 
tame  swan  is  very  strong.  10.  It  is  said  that  it  can  break  a 
man's  leg  by  a  blow  of  its  wing.  11.  One  kind  of  swan  is 
called  the  whistling  swan,  because  it  sings  or  whistles  in  a 
very  pleasant  way  as  it  flies.  12.  The  swan's  bill  is  very 
thick  near  the  head.  13.  It  does  not  taper,  as  the  goose's 
bill  does,  almost  to  a  point ;  but,  like  the  duck's  bill,  it  is  of 
even  width  to  the  tip.  14.  There  is  a  kind  of  duck  called 
the  eider-duck,  that  lives  in  cold  countries.  15.  The  feath- 
ers are  very  light  and  soft,  and  are  made  into  quilts,  and 
sometimes  into  garments.  16.  "  Everybody  knows,"  said 
John,  "  that  the  feathers  of  the  goose  are  used  to  make 
pillows  and  beds."  17.  The  feathers  are  called  live  geese 
feathers,  because  they  are  pulled  out  or  plucked  from  the 
living  goose. 


LESSON  XLVII. 

THE   PENGUIN  AND  THE  ALBATROSS. 

1.  In  the  picture  there  are  some  penguins  standing  up- 
right on  the  sea -shore,  and  an  albatross  is  rushing  down 
from  above.  2.  There  are  some  swimmers  that  have  very 
broad  and  strong  wings,  and  some  that  have  no  wings  at  all. 
3.  The  wings  of  the  penguin  have  little  remnants  of  feath- 


PART    IV.]  NATURAL    HISTORY    AND    LANGUAGE.  131 

ers  that  look  like  the  scales  of  a  fish.  4.  The  wings,  such  as 
they  are,  look  more  like  the  fins  of  a  fish  than  they  do  like 
the  wings  of  a  bird.  5.  Perhaps  they  look  still  more  like 
the  flippers  of  a  turtle.  6.  The  penguin  does  not  look 
much  like  a  bird,  but  we  know  that  it  is  a  bird,  because  it 
is  covered  with  feathers.  7.  "ISTo  feathers,  no  bird,"  said 
John.  The  sure  sign  of  a  bird  is  feathers.  8.  When  there 
are  a  good  many  penguins  standing  on  the  shore,  they  place 
themselves  in  rows,  and  look  like  soldiers  in  ranks.  9.  Look 
carefully  at  the  feet,  and  you  will  see  that  they  are  webbed. 
10.  "No  web,  no  swimmer,"  said  John.  11.  If  you  look  at 
the  feet  of  the  albatross,  you  will  see  that  they  are  webbed  ; 
so  he  is  a  broad-winged  swimmer.  12.  The  fact  that  his 
wings  are  so  large  and  powerful  shows  that  he  must  spend 
much  of  his  time  in  the  air.  13.  Still,  as  he  gets  his  living 
out  of  the  water,  he  must  need  to  use  his  feet  sometimes  in 
swimming,  so  they  are  webbed. 


LESSON  XLVIII. 

THE   FLAMINGO. 

1.  Here  is  a  strange  -  looking  bird.  2.  The  legs  of  the 
flamingo  are  so  very  long,  and  look  so  much  like  a  pair 
of  stilts,  that  most  people  would  say  he  is  a  wader.  3.  In 
the  picture  the  bird  has  lifted  one  of  his  feet  out  of  the 
water,  and  you  can  see  a  web  between  the  toes.  4.  So  we 
know  that  he  is  not  a  wader,  but  a  swimmer.  5.  When 
the  flamingo  stands  up  straight,  he  is  nearly  six  feet  high. 


132  NATURAL    HISTORY   AND    LANGUAGE.  [PART   IV. 

6.  His  neck,  as  you  see,  is  very  long,  but  the  oddest  part 
of  him  is  his  bill.  7.  His  head  is  very  small,  but  his  bill  is 
very  long,  and  has  a  curious  bend  in  the  middle.  8.  He 
would  be  very  homely,  if  it  were  not  for  one  thing ;  he  is 
covered  with  beautiful  scarlet  feathers.  9.  The  flamingo's 
long  neck  and  his  oddly  shaped  bill  are,  after  all,  of  great 
use  to  him.  10.  As  he  stands  in  the  water,  he  twists  his 
neck  in  such  a  way  that  the  upper  part  of  the  bill  rests  on 
the  ground.  11.  Then  he  stirs  up  the  mud  and  water  with 
his  webbed  feet,  and  catches  the  insects  and  spawn  that  he 
feeds  on.  12.  The  flamingoes  go  in  flocks,  like  ducks  and 
geese.  13.  When  they  light  on  the  shore  of  some  river 
they  appoint  a  sentinel.  14.  If  danger  approaches,  the  sen- 
tinel gives  a  loud  scream,  and  the  whole  flock  rises  into 
the  air  with  loud  cries. 


Ih 


/ 


HARPER'S  YOUNG  PEOPLE. 

AN  ILLUSTRATED  WEEKLY. 


The  publishers  of  this  journal  propose  to  furnish  the 
boys  and  girls  of  America  with  a  first -class  illustrated 
weekly,  full  of  amusement  and  instruction,  at  a  price 
which  will  place  its  advantages  within  the  reach  of  every 
family  in  the  country. 

It  will  contain  attractive  serial  stories,  beautiful  illus- 
trations, short  tales,  poems,  anecdotes,  sketches  of  foreign 
countries,  narratives  of  daring  and  adventure,  suggestions 
for  games  and  athletic  exercises,  wit  and  humor,  Editor's 
Post-Office  Box,  etc. — in  short,  everything  that  can  stim- 
ulate and  satisfy  the  intelligent  curiosity  of  boys  and 
girls.  Every  effort  will  be  made  to  furnish  variety,  and 
to  make  each  successive  Number  more  attractive  than  its 
predecessor. 

Harper's  Young  People  is  published  every  Tuesday. 

TERMS. 

Four  Cents  a  Number. 

Single  subscriptions  for  one  year,  $1  50 ;  five  subscrip- 
tions, one  year,  $7  00 — payable  in  advance.     Postage  free. 

Subscriptions  may  begin  with  *»ny  Number.  When  no 
time  is  specified,  it  ^  H1  be  nndci  .tend  that  the  subscriber 
desires  to  commence  w !'.;■■  f"  c  Number  issued  after  the 
receipt  of  c/der. 

Remittances  should  be  made  by  Post-Ofacc  Money  Order 
or  Draft,  to  avoid  jisk  of  loss. 

Address  HARPER  &  BROTHERS, 

Franklin  Square,  New  York, 


